JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE

The Effect of Critical Thinking Instruction on Graduates of a College of

Business Administration

Author(s): Phyllis R. Anderson, Joanne R. Reid

Citation: Phyllis R. Anderson, Joanne R. Reid, (2013) "The Effect of Critical Thinking Instruction on Graduates of a College of Business Administration," Journal of Higher Education Theory and Practice, Vol. 13, Iss. 3/4, pp. 149 - 167

Article Type: Research paper

Publisher: North American Business Press

Abstract:

We conducted a quasi-experimental study of a pedagogical treatment in critical thinking in a college of

business administration. Significant improvements were obtained in 6 of 7 measures of critical thinking

using a validated assessment instrument. Subsequently, we taught this treatment for five years. We then

conducted a qualitative/quantitative survey of the graduates of the college who had taken this treatment.

Our quantitative results were validated by the qualitative responses of the graduates. The graduates

confirmed they transferred the knowledge, skills and strategies they had learned from their

undergraduate class in critical thinking into their post-graduation personal, academic, and professional

lives.