Critical Thinking in Higher Education and Labour Market.

Critical Thinking in Higher Education and Labour Market.

The monograph presents research-based findings on the conceptualisation of critical thinking and the relevance of critical thinking education in higher education for the labour market. The research methodology is based on the triangulation principle, combining various methods of data collection, ana...

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Bibliographic Details
Superior document:Erziehungskonzeptionen und Praxis / Educational Concepts and Practice Series ; v.86
:
Indrasienė, Valdonė.
TeilnehmendeR:
Jegelevičienė, Violeta.
Merfeldaitė, Odeta.
Penkauskienė, Daiva.
Pivorienė, Jolanta.
Railienė, Asta.
Sadauskas, Justinas.
Valavičienė, Natalija.
Place / Publishing House:Frankfurt a.M. : : Peter Lang GmbH, Internationaler Verlag der Wissenschaften,, 2021.
{copy}2021.
Year of Publication:2021
Edition:1st ed.
Language:English
Series:Erziehungskonzeptionen und Praxis / Educational Concepts and Practice Series
Online Access:
Physical Description:1 online resource (526 pages)
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Table of Contents:
  • Cover
  • Series Information
  • Copyright Information
  • Preface
  • Acknowledgement
  • Content
  • Introduction
  • References
  • The Concept and Context of Critical Thinking in Higher Education and Labour Market
  • 1. The Concept of Critical Thinking: A Question of Definition
  • 1.1 The critical thinker
  • 1.2 The process of critical thinking
  • 1.3 Critical thinking outcomes
  • 1.4 On the essence of criticality
  • 2. The Relevance of Critical Thinking in Higher Education
  • 2.1 Critical thinking and higher education
  • 2.2 Education approaches and the institutionalisation of critical thinking in higher education
  • 3. The Value of Critical Thinking in the Labour Market
  • Conclusions
  • References
  • Analysing the Concept of Critical Thinking in Higher Education: Systematic Literature Review
  • 1. Research Methodology
  • 1.1. Background for literature review
  • 1.2 Selection of journals
  • 1.3 Sampling of articles
  • 1.4 Inclusion or exclusion criteria
  • 1.5 Selection of and access to the literature
  • 1.6 Analysis and synthesis of the findings
  • 2. Expression of Critical Thinking in the Context of Higher Education: The Diachronic Approach
  • 3. Expression of Critical Thinking in the Context of Higher Education: The Synchronic Approach
  • Conclusions
  • References
  • Critical Thinking as a Unique Competence: Evidence from Higher Education Studies
  • 1. Research Methodology
  • 1.1 Research design
  • 1.2 Data analysis methods
  • 1.3 Reliability and validity
  • 2. The Embeddedness of Critical Thinking in Higher Education Curriculum
  • 2.1 Research process
  • 2.2 Results of content analysis
  • 3. Critical Thinking in Higher Education Curriculum: Between Ambition and Reality
  • Conclusions
  • References
  • Critical Thinking in Study Process and Labour Market: Phenomenographic Study
  • 1. Research Methodology
  • 1.1 Research design.
  • 1.2 Participants
  • 1.2.1 University teachers
  • 1.2.2 Students
  • 1.2.3 Employers
  • 1.2.4 Employees
  • 1.3 Data collection
  • 1.4 Data analysis
  • 1.5. Research ethics
  • 1.6 Validity and limitations of the study
  • 2. Manifestation of Critical Thinking in the Study Process: How Critical Thinking Is Understood
  • 2.1 How university teachers understand critical thinking
  • 2.1.1 Description of dominant categories of critical thinking
  • 2.1.2 Description of non-dominant categories of critical thinking
  • 2.1.3 Relationships between categories of description
  • 2.1.4 Outcome space
  • 2.2 How students understand critical thinking
  • 2.2.1 Relationships between the categories
  • 2.2.2 Outcome space
  • 3. Manifestation of Critical Thinking in the Study Process: How Critical Thinking Is Taught and Learned
  • 3.1. How teachers teach critical thinking
  • 3.1.1 Dominant categories
  • 3.1.2 Non-dominant categories
  • 3.1.3 Relationships between the categories described
  • 3.1.4 Outcome space
  • 3.2. How teachers learn critical thinking
  • 3.2.1 Categories
  • 3.2.2 Relationships between the categories described
  • 3.2.3 Outcome space
  • 3.3. How students learn critical thinking
  • 3.3.1 Dominant categories
  • 3.3.2 Non-dominant categories
  • 3.3.3 Relationships between the categories of description
  • 3.3.4 Outcome space
  • 4. Manifestation of Critical Thinking in the Labour Market: How Critical Thinking Is Understood
  • 4.1. How employers understand critical thinking
  • 4.1.1 Dominant categories
  • 4.1.2 Non-dominant category
  • 4.1.3 Relationships between the categories of description
  • 4.1.4 Outcome space
  • 4.2. How employees understand critical thinking
  • 4.2.1 Categories
  • 4.2.2 Relationships between the categories of description
  • 4.2.3 Outcome space.
  • 5. Manifestation of Critical Thinking in the Labour Market: How Critical Thinking Is Encouraged and Experienced
  • 5.1. How employers encourage critical thinking in employees
  • 5.1.1 Dominant categories
  • 5.1.2 Non-dominant categories
  • 5.1.3 Relationships between the categories of description
  • 5.1.4 Outcome space
  • 5.2. How employees experience critical thinking
  • 5.2.1 Dominant categories
  • 5.2.2 Non-dominant category
  • 5.2.3 Relationships between the categories of description
  • 5.2.4 Outcome space
  • Conclusions
  • References
  • Critical Thinking Competence in Study Process and Labour Market: A Quantitative Study
  • 1. Research Methodology
  • 1.1 Data collection method and instrument
  • 1.2 Construction of the research instrument
  • 1.3 Validation of the research instrument
  • 1.4 Methods for statistical analysis of the research data
  • 1.5 Selection, sampling and characteristics of the respondents
  • 1.6 Research ethics
  • 1.7 Study limitations
  • 2. Attitude of Teachers and Students Towards Critical Thinking
  • 2.1 Definition of critical thinking
  • 2.2 Manifestation and development of critical thinking
  • 2.3 Development of critical thinking skills
  • 2.4 Development of critical thinking dispositions
  • 2.5 The importance of critical thinking skills in the modern labour market
  • 2.6 The importance of critical thinking dispositions in the modern labour market
  • 2.7 Opportunities for developing critical thinking
  • 2.8 The need to improve critical thinking skills
  • 2.9 Attitude regarding who is responsible for developing critical thinking
  • 3. Attitude of Employers and Employees Towards Critical Thinking
  • 3.1 Definition of critical thinking
  • 3.2 Manifestation and development of critical thinking
  • 3.3 The importance of critical thinking skills in the modern labour market.
  • 3.4 The importance of critical thinking dispositions in the modern labour market
  • 3.5 Manifestation of critical thinking in the professional activities of employees
  • 3.6. The need to improve critical thinking skills
  • 3.7 The need to improve critical thinking dispositions
  • 3.8 Attitude regarding who is responsible for developing critical thinking
  • 4. Comparison of the Manifestation of Critical Thinking in Higher Education and in the Labour Market
  • 4.1 Attitude to the conception of critical thinking
  • 4.2 Attitude towards critical thinking and the development of critical thinking
  • 4.3 Attitude towards the importance of critical thinking skills in the modern labour market
  • 4.4 Attitude to the importance of improving the constituents of critical thinking skills in the modern labour market
  • 5. The Factorial Structure of Critical Thinking Skills Questionnaires
  • 5.1 The strategy of confirmatory factor analysis
  • 5.2 Factorial structure of the critical thinking skills questionnaire targeting critical thinking skills demanded in the labour market and its invariance in teacher and student samples.
  • 5.3 Factorial structure of the critical thinking skills questionnaire targeting critical thinking skills mostly developed by academic staff and its invariance in teacher and student samples
  • 5.4 Associations between critical thinking skills demanded in the labour market and critical thinking skills mostly developed by academic staff
  • 5.5 Factor structure of Attitudes Towards Critical Thinking Scale
  • 5.6 Associations between rigidity and elasticity of critical thinking conception and teaching of critical thinking skills in teacher sample.
  • 5.7 Factorial structure of the questionnaire targeting dispositions of critical thinking mostly developed by academic staff and most demanded in the labour market
  • Conclusions
  • References.
  • Linking Critical Thinking Development in Higher Education and Demand in Labour Market
  • 1. Insights about Critical Thinking in Study Process
  • 1.1 How teachers and students understand critical thinking
  • 1.2 The attitude of teachers and students to the development of critical thinking and how teachers teach and students learn critical thinking
  • 1.3 How teachers and students improve critical thinking
  • 1.4 Who is responsible for developing critical thinking
  • 1.5 Why critical thinking is important for the modern labour market
  • 2. Insights about Critical Thinking in the Labour Market
  • 2.1 How employers and employees understand critical thinking
  • 2.2 The importance of critical thinking skills and dispositions in the labour market and the need for improvement
  • 2.3 How employers encourage, and employees experience critical thinking
  • 2.4 Responsibility for developing a person's critical thinking
  • Conclusions
  • References
  • Conclusions and Recommendations for Higher Education
  • Summary
  • Zusammenfassung
  • List of Tables
  • List of Figures
  • Series Index.

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