How is critical thinking valued by the labour market? Employer perspectives from different European countries

Penkauskienė, Daiva; Railienė, Asta; Cruz, Gonçalo

doi:10.1080/03075079.2019.1586323

Cited by 39 publications

(34 citation statements)

References 23 publications

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“…Critical thinking is also often seen from a pragmatic and rather consumeristic point of view as the ability of members of an organization to act in vague, stressful, and uncertain circumstances [27,115] and as a fast and efficient instrument for solving various problems [115][116][117][118][119] in order to achieve economic viability. It is important for critical thinking (as well as for knowledge management) to build on the existing knowledge so that it can be further developed, improved, and turned into advanced ideas and innovations and sustainable and long-lasting results.…”

Section: Discussionmentioning

confidence: 99%

“…One such presumption related to streamlining the knowledge management process can be considered to be critical thinking. The latter concept, like many other popular concepts, is used widely and in a variety of senses, which often move away from the basic concept and are sometimes misleading [26][27][28]. Critical thinking tends to be equated with good or desirable thinking [29,30], effective solutions [31], the management of critical or crisis situations [32], and other positive phenomena.…”

Section: Introductionmentioning

confidence: 99%

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Linking Critical Thinking and Knowledge Management: A Conceptual Analysis

et al. 2021

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Knowledge management and critical thinking are two broad and important phenomena for contemporary society. Their concepts are both well-discussed in the literature. However, the existing conceptual links between them have not been analyzed, and the role of critical thinking in the process of effective knowledge management has not been revealed. This article aims to fill this gap by presenting the conceptual connections between knowledge management and critical thinking. In order to reveal the inner structure of each concept and identify the conceptual connections, a critical review was conducted. The results showed the links between the concepts of knowledge management and critical thinking within three dimensions: relationships, process, and goals. In conclusion, each dimension is presented and described, with a special focus on the unexpected and deep intersections revealed between the two concepts on a personal, interpersonal, and societal level. This research may be regarded as providing the basis for further analysis of the links between these two phenomena. Increased awareness of the existence of critical thinking in knowledge management can forge new directions in organizational strategies and staff training programs.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Linking Critical Thinking and Knowledge Management: A Conceptual Analysis

et al. 2021

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“…It is interesting to note that of all the CT-related categories, the explicit CT indicators appear most frequently. The lack of representation of the more nuanced CT definitions supports the findings of Penkauskienė et al (2019) and Pearl et al (2018) when looking at industry conceptualisation of CT. In both those studies, the researchers found employers to have poorly expressed understandings of CT in their contexts and the employer found it hard to concretely articulate what CT means in the workplace.…”

Section: Discussionmentioning

confidence: 71%

“…These approaches capture broad skills and behaviours but do not consider the specific wording or phrasing that graduates will encounter through the job application process. It is imperative to identify and adapt industry understanding of these skills to allow for a closer alignment of employer expectations and educator instruction (Penkauskienė et al, 2019: 811). In short, this leads to a better matching of what employers say they want, and how and what we teach.…”

mentioning

confidence: 99%

Let’s talk business: The language recruiters use to attract STEM graduates

Pearl¹,

Orlando²,

Larson

et al. 2019

Industry and Higher Education

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The last decade has seen a shrinking of degree-level employment opportunities for young people (aged under 24 years) in Australia and globally. This research aims to better understand the job advertisements to which our graduates are exposed. This article presents a universal method to collect and process advertisements from an online job board. Two million job advertisements were extracted, cleaned, processed and reviewed to highlight the uses of Bloom’s Taxonomy (‘evaluate’ and ‘create’ levels) and critical thinking (CT) words within them. The study looked at those advertisements of interest to Bachelor of Pharmaceutical Science graduates in Australia. Analyses indicate that the use of these words is not dependent on the size of the company, the salary of the advertised position, job permanency or specific industry. However, Bloom’s Taxonomy words were used to a much greater extent than CT words, potentially reflecting the lack of a clear and coherent definition and conceptualisation of CT skills in industry. The authors encourage increased collaboration and discussion between institutions and industry to define and articulate the skills graduates require.

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“…Critical thinking skills are reported to get high points during job interviews because they can be an asset for employees to solve problems and to find appropriate multi-solutions (Pearl et al, 2019). Critical thinking skills are also claimed to be essential in the decision making process because they can reduce the risk of failure and also contribute to the formation of self-regulated workers (Penkauskiene et al, 2019). In addition, critical thinking skills are also reported to have more effects on the decision making process related to real world problems compared to mere intelligence factors (Butler et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

QASEE: A Potential Learning Model to Improve the Critical Thinking Skills of Pre-service Teachers with Different Academic Abilities

Saputri¹,

Aloysius²,

Susilo³

et al. 2020

EUROPEAN J ED RES

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Research on critical thinking skills has been frequently carried out, but it has not shown maximum results. This problem is exacerbated by the differences in pre-service teachers' academic abilities. A new learning model that can improve pre-service teachers' critical thinking skills and reduce the gap in critical thinking skills among the upper, middle, and lower academic ability pre-service teachers is needed. This research aims at exploring the potential of the QASEE learning model on the critical thinking skills of different academic ability. This quasi-experimental research involved 107 pre-service teachers of Universitas Islam Negeri Raden Fatah, Indonesia. The research classes were divided into three classes, namely the QASEE class (experimental class), the RQA class (positive control class), and the conventional class (negative control class). Each class was further divided into upper, middle, and lower academic categories. The data were collected using an essay test supported by a critical thinking skill rubric. The data were analyzed by using ANCOVA and followed by LSD test. The research results show that the QASEE (Questioning, Answering, Sharing, Extending, and Evaluating) learning model can improve and equalize the critical thinking skills of pre-service teachers with various academic levels. Thus, the QASEE learning model can be used as a new reference to improve pre-service teachers' critical thinking skills, especially the lower academic ability.

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How is critical thinking valued by the labour market? Employer perspectives from different European countries

Cited by 39 publications

References 23 publications

Linking Critical Thinking and Knowledge Management: A Conceptual Analysis

Linking Critical Thinking and Knowledge Management: A Conceptual Analysis

Let’s talk business: The language recruiters use to attract STEM graduates

QASEE: A Potential Learning Model to Improve the Critical Thinking Skills of Pre-service Teachers with Different Academic Abilities

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