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CRITHINKEDU: Actions and Preliminary Findings from TEI of Thessaly Team

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Presentation made by Professor Evangelos Fradelos, from the Technological Educational Institute of Thessaly (TEI of Thessaly), at the Journal of Health Administration and Education Congress (http://aysegulyildirimkaptanoglu.com/s-international-meetings-30-0.html), 7th of April 2017. The current presentation is part of the project “Critical Thinking Across the Higher Education Curricula – CRITHINKEDU” funded by European Commission under an Erasmus+ grant.

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CRITHINKEDU: Actions and Preliminary Findings from TEI of Thessaly Team

  1. 1. CRITHINKEDU Critical Thinking Across the European Higher Education Curricula 2017
  2. 2. CRITHINKEDU: Actions and Preliminary Findings from TEI of Thessaly Team Evangelos Fradelos1, Konstantinos Tsaras2, Ioanna V. Papathanasiou2 1. Scientific Collaborator, Nursing Department, Technological Educational Institute of Thessaly, Larissa, Greece. 2. Assistant Professor, Technological Educational Institute of Thessaly, Larissa, Greece.
  3. 3. Critical Thinking 2016 Critical thinking is defined as the mental process of actively and skillfully perception, analysis, synthesis and evaluation of collected information through observation, experience and communication that leads to a decision for action.
  4. 4. Critical Thinking Across the European Higher Education Curricula CRITHINKEDU 2016 Funded by the European Commission under the Erasmus+ Programme, the ‘Critical Thinking Across the European Higher Education Curricula – CRITHINKEDU’ project arises with the background and experience of European Higher Education Institutions, business corporations and Non-Governmental Organisations and their ongoing concern to improve the quality of learning in universities and across different sectors, which converge in a common need on how to better support the development of Critical Thinking (CT) according to labour market needs and social challenges.
  5. 5. Project Number: 2016-1-PT01-KA203-022808 Funding: European Union Programme: Erasmus+ / KA2 Action – Strategic Partnerships Budget: 397 478,00€ Duration: 2016-2019 Coordinator: University of Trás-os-Montes e Alto Douro, Portugal Partners: Universidad de Santiago de Compostela, Spain Universita Degli Studi Roma Tre, Italy University of Western Macedonia, Greece Technological Educational Institute of Thessaly, Greece University College Dublin, Ireland Katholieke Universiteit Leuven, Belgium UC Leuven, Belgium Siuolaikiniu Didaktiku Centras, Lithuania University of Economics, Prague, Czech Republic Academia de Studii Economice din Bucuresti, Romania
  6. 6. 2016 CRITHINKEDU will create an opportunity to foster dialogue among relevant actors in a joint industry-university forum, with continuous effort to align learning outcomes with real world challenges. It will also allow the implementation of a model of CT teaching and learning activities transnationally in the various partners’ courses, and the consortium will work as a network to promote CT education around Europe. This internationalization of CT curricula aims to be an effective way of providing an academic environment that supports the diverse cultural learning needs of international students. Critical Thinking Across the European Higher Education Curricula CRITHINKEDU
  7. 7. 2016
  8. 8. 2016 The research team from TEI of Thessaly in order to collect evidence of needed critical thinking skills from different sectors and professional areas, organized and conducted interviews in two focus groups. The focus groups were from the public and the NGO sector. Sixteen (16) persons with managerial experience were participated. For the analysis of the result from the interviews the Facione et al. tables for CT Skills and CT Dispositions were used. Eight tables were finally conducted, two for each professional field, Education, Information and Communication, Administration and Health. TEI of Thessaly Focus Groups
  9. 9. 2016 Participants in focus groups that are administrators: Public Sector MB, Administrator, Manager of Quality Assurance. Man, works for 10 years, 4 years of management experience. Code: PB_GR_TEI_2_ADMIN NGO Sector NE, Administrator, Manager of an NGO for Alzheimer Disease. Woman, works for 32 years, 14 years of management experience. Code: NGO_GR_TEI_2_ADMIN GA, Administrator - Economist, Senior Manager of an NGO for Alzheimer Disease. Woman, works for 7 years, 3 years of management experience. Code: NGO_GR_TEI_3_ADMIN Results for the Professional Field Administration
  10. 10. 2016 Interpretation Self-regulation Inference Evaluation Explanation Analysis Basic Critical Thinking Skills (Facione et al, 1990)
  11. 11. 2016 SKILL SUB SKILL QUOTATIONS/CODES** Interpretation Categorize “…. she/he should have knowledge of the system, in which the organisation belongs ...” (PB_GR_TEI_2_ADMIN) “… to keep informed of the developments in his sector in order to be able to do some tasks automated and easier …” (NGO_GR_TEI_3_ADMIN) Decode significance “… or to have the time within the organization to find out what is the organization, how it works, if there is a vision, purpose and structure in order to be able to place the organisation, which he joins, in the broader context …” (PB_GR_TEI_2_ADMIN) “…… There is no written vision and mission, so as to be understood by all staff, not just the administration, in my opinion, in order for us to be able to help in this direction ……”(PB_GR_TEI_2_ADMIN) Clarify meaning “…. what exactly was the subject of his degree” (PB_GR_TEI_2_ADMIN)
  12. 12. 2016 SKILL SUB SKILL QUOTATIONS/CODES** Self-regulation Self monitor “….It is purely the personal concern of everyone to realize what he lacks, in order to be trained on it …..”(PB_GR_TEI_2_ADMIN) “…. It is necessary for our philosophy to include self-awareness, and self-evaluation through concrete elements …..”(PB_GR_TEI_2_ADMIN) “…evaluation and self-assessment, these are my weak points …..the same with knowledge ……..” (NGO_GR_TEI_2_ADMIN) “…responsibility belongs to each individual alone ... depending on the field he is working in ….” (NGO_GR_TEI_3_ADMIN) “….I would like to point out that the actual assessment itself may be an incentive(/a motive) as long as it is used with objective criteria ….” (PB_GR_TEI_2_ADMIN) Self correct “….We support self-awareness, we support self-evaluation. The common assessment framework itself is one of the tools that could be used. But we need to tell the truth to ourselves; who we are, what we do, our tasks / achievements calculated / recorded, what problems we have, all added up, so that they can be evaluated by the leadership of the hospital, the leadership of the DOE, the leadership of the ministry.” (PB_GR_TEI_2_ADMIN) “…To change … this one, too …..”(NGO_GR_TEI_2_ADMIN) “… Basically change is a key element, and redefinition according to the new data...” (NGO_GR_TEI_2_ADMIN)
  13. 13. 2016 SKILL SUB SKILL QUOTATIONS/CODES** Inference Draw logically valid or justified conclusions “….So an actual recording and identification of the problem at all levels will provide a help to solve it.…” (PB_GR_TEI_2_ADMIN) Evaluation Assess credibility of claims “….We say that we have problems and we do not speak clearly. How I understand it as a framework, but they are not recorded, measured, so that appropriate measures can be taken …” (PB_GR_TEI_2_ADMIN) Explanation Justify procedures “….As long as we do not have this standard recording, internally or externally, it is difficult to go(proceed) to the solutions or the acquisition of the required knowledge ….” (PB_GR_TEI_2_ADMIN)
  14. 14. 2016 criticalthinking dispositions Truth-seeking Open-mindedness Analyticity Systematicity Inquisitiveness Cognitive maturity Analysis Basic Critical Thinking Dispositions (Facione et al, 1990)
  15. 15. 2016 DISPOSITION SUB DISPOSITION QUOTATIONS/CODES** Truth-seeking Eagerness to seek the best knowledge in a given context “… Also again on this reasoning, knowledge is needed in order to participate and awareness of the business plan of the organisation. Again this not only at the organization level, but all this should go down to divisions, departments, offices ... " (PB_GR_TEI_2_ADMIN) "... Because only if we give the real dimension (picture) we will be able to find solutions and what is missing now ..." (PB_GR_TEI_2_ADMIN) Honest & objective about pursuing inquiry “…. knowledge of measurement systems, as well. That is, I have work (to do). How much work do you have? I have a lot of work. No, I don’t have a lot of work, I have as much work as it is defined by these parameters ….” (PB_GR_TEI_2_ADMIN) Open- mindedness Tolerance to divergent views “…Innovative ideas...” (NGO_GR_TEI_3_ADMIN) “…Familiarity with various changes is necessary …” (PB_GR_TEI_3_ADMIN)
  16. 16. 2016 DISPOSITION SUB DISPOSITION QUOTATIONS/CODES** Analyticity Application of the reasoning & the use of evidence to resolve problems “….. I will again put forward the informed decisions, on the one hand we want flexibility, but on the other there are many restrictions in the framework, which they should give us the course and participation and knowledge in the goal setting procedure.... ” (PB_GR_TEI_2_ADMIN) “… a plan. There must be an imaginary plan, to see how things are going and to be ahead of the developments, this plan that we call business plan ... it must be designed in advance ….” (NGO_GR_TEI_2_ADMIN) Anticipating potential conceptual or practical difficulties & readiness to intervene “…..If all this, that is, if we find the link between education, performance, operation and functionality of the organization we will again find the path that will force us to emphasize/underline what these skills and, abilities are, and to enhance them. They will not be generally defined; they will be defined on the way to the goal …..” (PB_GR_TEI_2_ADMIN) Systematicity Being organized, orderly, focused, & diligent in inquiry. “…One has to be organized, this is the number one (quality), to be efficient and responsible …” (NGO_GR_TEI_2_ADMIN) “….let's say you hold a managerial position ... this position requires organization and planning...” (NGO_GR_TEI_3_ADMIN) Organized approaches to problem-solving & decision-making “…. So basically I would also like to raise the issue of interrelation with effective assessment and target-setting, which exist only as titles and we do not know what they are …..” (PB_GR_TEI_2_ADMIN) “… To continually provide solutions and have alternatives (plan B)...” (NGO_GR_TEI_2_ADMIN) “… (he) should have creativity, have imagination, be flexible …” (NGO_GR_TEI_2_ADMIN)
  17. 17. 2016 DISPOSITION SUB DISPOSITION QUOTATIONS/CODES** Inquisitiveness Intellectual curiosity “….Clearly updated knowledge of the framework and the technology, because it is the framework which is constantly changing and the technology, of course. Knowledge of the target-setting mechanism …” (PB_GR_TEI_2_ADMIN) Desire to learn “… Whether this is a bit of experience, or acquired knowledge or continuing education …”(PB_GR_TEI_2_ADMIN) “…. to be able to follow the technological developments and foreign languages …” (PB_GR_TEI_2_ADMIN)
  18. 18. 2016 Critical thinking is one of the most central and perhaps the most important of the key skills required in society of the 21st century. Critical thinking skills is needed to discern new challenges and opportunities from the flux and glut of instant-access information. These critical thinking skills have become a core competency in every workplace. Thank you!

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