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.