Critical Thinking in Context: An Examination of How Humanities Faculty and Prospective Employers Define and Assess a Broad Career-Readiness Competency

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Autor/in	Long, Janet R.
Titel	Critical Thinking in Context: An Examination of How Humanities Faculty and Prospective Employers Define and Assess a Broad Career-Readiness Competency
Quelle	(2018), (169 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Widener University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3921-3588-4
Schlagwörter	Hochschulschrift; Dissertation; Critical Thinking; Humanities; College Faculty; Teacher Attitudes; Employer Attitudes; Career Readiness; Definitions; College Graduates; Language Usage; Evaluation Methods; Employment Interviews; Student Evaluation; Job Skills; Majors (Students); Education Work Relationship; Transfer of Training + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Kritisches Denken; Geisteswissenschaften; Humanwissenschaften; Fakultät; Lehrerverhalten; Arbeitgeberinteresse; Begriffsbestimmung; Hochschulabsolvent; Hochschulabsolventin; Sprachgebrauch; Employment interview; Employment interviewing; Einstellungsgespräch; Bewerbungsgespräch; Schulnote; Studentische Bewertung; Produktive Fertigkeit; Training; Transfer; Ausbildung
Abstract	In an increasingly complex and competitive employment environment, organizations such as the National Association of Colleges and Employers (NACE), the World Economic Forum, and the Partnership for 21st Century Skills have prioritized major skills, also known as career readiness competencies, that position recent college graduates to successfully enter the workplace. Critical thinking skills have consistently ranked near the top of their lists. However, there is limited agreement about how to define or assess critical thinking in either academic or workplace contexts. Applying a perspective-based conceptual framework suggested by the word context itself, this study examined faculty and employer frameworks for defining and assessing critical thinking skills among recent humanities graduates, a student population for whom acquiring critical thinking skills is considered a primary intended outcome of undergraduate preparation. A key finding was that although both faculty and employers defined critical thinking in terms of solving problems, integrating multiple perspectives, and navigating areas of ambiguity, they used different language to do so: faculty chose more process-focused terms, while employers expressed definitions more in terms of outcomes. Regarding assessment of critical thinking skills, neither group relied primarily on formal or commercially available instruments. Employers instead preferred to assess critical thinking skills though oral behavioral-based interview questions, while faculty relied mostly on graded evaluation of both written and oral work. Faculty members and employers both considered critical thinking to be the most important competency within the NACE career readiness framework. However, while faculty members held a strong belief that choice of academic major directly influenced development of critical thinking skills, employers were less likely to associate these skills with specific student majors. A potential contribution of this study was to start a dialogue about how to best prepare graduating humanities students to translate critical thinking skills from college to the workplace. It was recommended that higher education institutions create ongoing, intentional forums for humanities faculty members to interact directly with employers to increase mutual understanding. In addition to providing a venue for general learning, such connections might also pave the way for concrete exchanges about specific employment opportunities and potential student referrals. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01