Developing reflection and critical thinking in a leadership education course
Leading Learning and Change
Bibliographic Data
| ID | 4098373 |
|---|---|
| Authors | Elizabeth Wheeley (0000-0002-2121-6260, Griffith University, corresponding author), Helen Klieve (0000-0003-0586-2059, Griffith University), Lorna Clark (0000-0001-8609-1617, Griffith University) |
| Year | 2022 |
| Volume | 47 |
| Issue | 12 |
| Pages | 2575-2589 |
| Publication date | 2022-12-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2022.2094910 |
| OpenAlex | W4283753588 |
| Language | EN |
| Citations received | 6 |
| References cited | 27 |
In higher education learning environments, critical thinking is often an assumed skill; however, many students require explicit support to effectively achieve in this area. This research focuses on the application of scaffolded learning experiences to promote reflection and critical thinking in a post-graduate educational leadership course. It particularly recognises the unique challenges for international students, managing their transition into a culturally different learning environment while meeting the academic and critical thinking demands of higher education. This research draws on two main data sources: student survey responses regarding reflections on the concept of leadership and researcher reflections on student engagement and critical thinking. Descriptive analysis provided profiles of the student cohort and their views on leadership. Three themes emerged from the analysis of open-ended responses regarding views on leadership: diverse understandings of leadership; the importance of leadership actions for change; and evaluating leadership – self and others. Reflections from one researcher on the conduct of the course and student work provided a link between the initial design and student outcomes. Two levels of positive outcomes were found. Firstly, a greater level of early engagement in course learning activities was observed which continued across the course. Secondly, students’ learning and achievement were greater than a previous cohort implying the benefits of early modelling of reflective practices to scaffold students’ critical thinking. Importantly, stronger tutorial engagement supporting critical reflections is likely to translate to other post-graduate studies. Recommendations for further research on students’ engagement and critical thinking are proposed
Critical thinking · Educational leadership · Higher education · Instructional leadership · Leadership development · Leadership studies · Leadership style · Mathematics education · Pedagogy · Political science · Public relations · Student engagement · Education and Critical Thinking Development · Evaluation of Teaching Practices · Online and Blended Learning · Psychology · Social Psychology
Developing a Paradox Mindset in Emerging Leaders
Pedagogical Innovation in Engineering Education Through KW Analysis and Benchmark Validation of Collaborative Assessments
The impact of education in critical thinking on leadership in police and emergency services
Impact of a Leadership Program on University Students
Affective Learning for Sociology
Reassessing reflection
Student engagement in the educational interface
Thematic analysis.
Rethinking Race, Ethnicity, and the Assessment of Intercultural Competence in Higher Education
Measuring intercultural sensitivity
Culturally Relevant Pedagogy 2.0
Using thematic analysis in psychology
A Critical Approach to Critical Thinking in Tesol
Incorporating Perspective Taking in Reflexivity
| Unique citing works | 6 |
|---|---|
| Citations per year | 6 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |