Mhinga Critical 2013

CRITICAL THINKING SKILLS
AND THE WORKPLACE -

a Case Study of newly graduated
Employment Seekers
by
Rirhandzu Sharon Mhinga
Thesis presented in fulfilment of the requirements for the degree of

Master of Philosophy (Information and Knowledge Management)
in the Faculty of Arts and Social Sciences
at Stellenbosch University
Supervisor: Prof. J. Kinghorn
MARCH 2013
Stellenbosch University http://scholar.sun.ac.za
DECLARATION:
By submitting this thesis electronically, I declare that the entirety of the work
contained therein is my own original work, that I am the sole author thereof
(save to the extent explicitly otherwise stated), that reproduction and
publication thereof by Stellenbosch University will not infringe any third party
rights and that I have not previously, in its entirety or in part, submitted it for
obtaining any qualification.
Date: 17 FEBRUARY 2013
Copyright © 201 Stellenbosch University
All rights reserved
ii
OPSOMMING
Die tesis handel oor die volgende:
Hoofstuk 1 dek die agtergrond, probleemstelling en ‘n kort oorsig oor die

vaardigheidsgapings wat opgemerk kan word binne die konteks van die kennis-ekonomie.
Hoofstuk 2 handel oor kernkonsepte, naamlik “kritiese denkvaardighede”, die kennis-

konomie en wersvaardighede.
Hoofstuk 3 sit ‘n gevallestudie uiteen. Dit beskryf die metode wat gekies is, die monster
asook die uitvoering van die projek.
Hoofstuk 4 bied ‘n ontleding aan van die data.
Die laaste hoofstuk bespreek die resultate en hulle implikasies.
iii
SUMMARY
The thesis covers the following chapters
Chapter 1: Background and Research Objectives
This chapter focuses on the background, the problem and its setting and also includes the
overview of the knowledge economy and the existing gap in skills.
Chapter 2: Critical thinking and Employability Skills
The focus is on an introduction and definitions of key concepts, namely critical thinking
skills, the knowledge economy, and employability skills.
Chapter 3: The Case Study
This chapter offers the chosen research method and design, as well as the reasons for
selecting this design, and will describe the methods. The discussion will include the research
approach, sampling and data management.
Chapter 4: Presentation and Discussion of the Findings
The discussion includes data interpretation, specific techniques employed and reasons for
such strategies.
Chapter 5: Aspects of the Skills Gap
This is the final chapter and it discusses the findings, makes recommendations, and concludes
the study.
iv
ACKNOWLEDGEMENTS
I want to thank my Creator for His love and grace and for providing me the strength to work
and complete this project. To my study promoter, Prof. Johann Kinghorn: without doubt, you
were dealing with a novice and you endured! Thank you.
To my mother, Nwa-Timea wa Timea wa Dick, for her subtle pressure towards completion,
her unconditional love and support, which I desperately needed during the period of
executing this task, many thanks.
To my sister Phelile for setting the pace … thank you so much.
To my valued colleagues, Vivian Agyei, Hendrenette van der Westhuizen and Nelis Botha,
my gratitude for your support and friendship.
Lastly, and most importantly, to all Heads of the Library, ERC officers and the all the
students and participants in the industry, this is our project and it came through! Thank you.
DEDICATION
To my two bundles of joy, Ntsakisi Adolf and Ponani Charly, May you grow up using this as
a source of inspiration.
v
TABLE OF CONTENTS
CHAPTER ONE:
Background and Research Objectives
1.1 Critical Thinking Skills in the Knowledge Economy 1
1.2 Critical Skills versus Expectations in the Workplace 4
1.3 The Research Question 8
1.4 Research Design 10
1.5 Delimiting the Study 11
1.6 Thesis Layout 12
CHAPTER TWO:
Critical Thinking and Employability Skills
2.1 Introduction 14
2.2 The Knowledge Economy 15
2.3 Key Characteristics of the Knowledge Economy 18
2.4 Critical Thinking skills 21
2.5 Defining “Skills” 26
2.6 Employability Skills 31
2.8 Pre-employment development Opportunities 32
2.9 Conclusion 32
CHAPTER THREE:
Research Methods and Design
3.1 Introduction 34
3.2 Study Approach 34
3.3 Research Methodology 32
3.4 Unit of Analysis and Recruitment of Students 32
3.5 Level of Analysis 36
3.6 Location of Analysis 37
3.7 Questionnaire Design for Industry Managers 42
3.8 Data Collection Procedure 43
3.9 Questionnaire Administration 44
3.10 Questionnaire Design for Students 44
3.11 Questionnaire Administration 47
3.12 Delimitation of the Study 49
CHAPTER FOUR:
Presentation and Discussion of the Findings
4.1 Introduction 50
4.2 Language 51
vi
4.3 Argument 53
4.4 Logic 56
4.5 Problem Solving 59
4.6 General Observations 61
4.7 Conclusion 69
CHAPTER FIVE:
Aspects of the Skills Gap
5.1 Introduction 77
5.2 Understanding the Expectations 71
5.3 The Skills Gap – Findings 72
5.4 Developing Students to function in a Knowledge Economy 84
5.5 Enhancing Critical Thinking Skills 86
5.6 Recommendations 88
BIBLIOGRAPHY 95
vii
LIST OF FIGURES / TABLES/ ABBREVIATIONS
FIGURES
Figure 1 Relations between variables

Figure 2 A map of key facets of knowledge
Figure 3 Six steps to understanding and evaluating arguments
Figure 4 Student distributions per learning site
Figure 5 Skills in highest demand for all occupations
Figure 6 Language: Industry
Figure 7 Language: Students
Figure 8 Argument: Industry
Figure 9 Argument: Students
Figure 10 Logic: Students
Figure 11 Logic: Industry
Figure 12 Problem solving: Industry
Figure 13 Problem solving: students
Figure 14 What managers want?
Figure 15 Using Technology for thinking purposes
Figure 16 Integration of soft skills model
TABLES
Table 1 Bloom’s Taxonomy

Table 2 Students Questionnaire
Table 3 Initial short survey
Table 4 Results of the initial survey
Table 5 Distribution of Companies
Table 6 Distribution of student sample
Table 7 Average test scale results
viii
Chapter 1
Background and Research
Objectives

1.1 CRITICAL THINKING SKILLS IN THE KNOWLEDGE ECONOMY
A research report, produced by the World Bank in 2007, presents several years of analytical
work and research on the knowledge economy in its client countries. The report is about
economic development as a process of generating relevant knowledge, and putting that
knowledge to work to generate further growth and competitive advantage.2
For organizations to remain competitive, it is argued, a huge need exists for a labour force of
critical thinkers who has the ability to link knowledge with business strategy. Thinking is a
way of life and yet a complex phenomenon upon which the quality of our lives and that of
our thoughts depend.3
Despite its complexity, researchers and specialists agree that thinking skills are basic tools for
effective action.4 Therefore, the labour force of any given knowledge economy must have
thinking abilities of a higher order in order to participate maximally in the knowledge
economy, as the latter relies on knowledge that is acquired, created, disseminated and applied
to enhance economic development.5
The 2007 World Bank Report6 on building knowledge economies argue that higher levels of
2
World Bank Institute, 2007. Building knowledge economies. Advanced strategies for development.
3
Wade C & Tavris C. 1993. Critical and creative thinking: The case of love and war. Harper Collins.
4
5
6
World Bank Institute, Knowledge for Development Program. ISBN‐13:978‐0‐8213‐6958‐6.
2
knowledge in a society can lead to higher levels of economic growth, provided that the labour
force is educated and skilled to the level of being able to create and use knowledge
efficiently. This is largely dependent on the country’s education and training base, its
information and telecommunications infrastructure, and its overall framework of
governance.7
The rapid advent of electronic devices and other machinery that are taking over more and
more human tasks, also increases the need to understand and interact with data and images,
thereby emphasizing the need to train and harness critical thinking skills for the labour force
in societies. Also important to be borne in mind is the fact that critical thinking can always be
improved, either by experience, or by being taught the basic principles of logic and thinking
in a formal or informal setting.8
Nature has provided every human being with thinking capabilities, i.e. cognitive abilities.
Everyone thinks, as it is human nature to do so. As critical thinking is a skill that can be
developed and harnessed, this means that critical thinking is not doing what comes naturally,
but involves a number of cognitive skills that can be applied to any study, problem, or
situation encountered. At times, many non-critical thinkers are characterized by being biased,
uninformed or prejudiced when dealing with issues.9 Very often, there is a notable difference
how critical thinkers and non-critical thinkers deal with whatever situations confront them.
Thinking critically means following specific rules of logic, scientific reasoning, and some
general guidelines that are involved.10 This will mostly be evident in an individual’s decision-
making abilities. Critical thinkers are likely to demonstrate their abilities to:
 identify and challenge assumptions;

 imagine and explore alternatives; and
 demonstrate a way of reasoning and a deliberate process that is used to interpret or
evaluate information and experiences with a set of reflective attitudes and
7
8
9
10
3
thoughtfulness.11
According to the World Bank Report, any country’s successful transition to a knowledge
economy usually involves long-term investments in education to ensure developing
innovation capabilities, modernizing the information infrastructure and having an economic
environment that is conducive to market transactions.12
Sub-Saharan African countries are regarded as low-income countries and have a much greater
need to work fast in order to embrace the needs of the knowledge economy in order to make
positive changes in their countries.
As a Sub-Saharan country, South Africa forms part of the low-income group of countries
mostly characterized by corruption and economic mismanagement.13 This may be attributed
to a number of factors that are not part of this study, but may include the lack of relevant
skills, such as critical thinking skills amongst the labour force.
Another significant limitation to economic growth within the Sub-Saharan countries is the
lack of infrastructure. Although enrolment in Sub-Saharan universities has tripled in recent
years, the need to structure their education policies towards students’ developing and
nurturing thinking skills is much greater to ensure that these people participate efficiently and
effectively in a developing knowledge economy.14
Ideally, government and business should work together to identify the skills needed. Business
has the responsibility to explain to government the kind of skills that they require in their
businesses and organizations. Government must then assist business to ensure labour market
as a whole. In this respect, universities and colleges are the machines that have to act as
conduits to ensure that the transition from school to the workplace is smooth.
1.2 CRITICAL SKILLS VERSUS EXPECTATIONS IN THE WORKPLACE

In the South African context, students obtain their professional certificates and other
accreditation certificates for academic qualifications from traditional universities, universities
11
Marrapodi J. 2003. Critical thinking and creativity: an overview and comparison of the theories. A
paper presented in partial fulfilment of the requirements of ED7590 Critical Thinking and Adult
Education.
12
World Bank. 2007. Knowledge for Africa development: ten priorities for Africa. Department of
Science and Technology.
13
http://en.wikipedia.org/wiki/sub‐saharan_Africa accessed 2011/07/19.
14
http://en.wikipedia.org/wiki/sub‐saharan_Africa accessed 2011/07/19.
4
of technology, and further education and training centres. The above-mentioned higher
education institutions are at the centre of the supply for skills into the labour market. Also,
the existence and availability of private training institutions that add to the supply pool of
skills needed in the job market need to be acknowledged. Universities across the globe are
aware of the intense pressure to equip graduates with core transferable generic skills that are
needed in many different types of employment.15 And most of them work hard to deliver
work-ready new graduate s to make productive contributions to the organizational objectives
shortly after being employed.16
However, employers continue to voice their dissatisfaction regarding young graduates’ work
readiness, despite the universities’ awareness and attempts to produce for the workplace’s
soft skills. Teichler,17 Smith,18 Wacramasinghe and Perera,19 and Jones20 all argue that the
need to prepare a workforce in transferable skills - those cognitive skills including
information technology, problem solving and personal skills - remain central to occupational
competence in all sectors and at all levels.
Warhust,21 Wackramasinghe and Pereira,22 and Higson and Andrews23 describe the skills
requirements for entry level graduates and the graduate job applicants’ actual skills for their
entry level. Employability skills are the basic skills necessary for attaining, keeping, and
doing well in a job. These skills include attitudes and actions that enable workers to get along
with their fellow workers and supervisors and to make sound critical decisions.
15
Mason G. et al. 2009 Employability skills initiatives in higher education: What effects do they have
on graduate labour markets’ outcomes. Education Economics 17 (1): 1‐30.
16
Mason G. et al. 2009 Employability skills initiatives in higher education: what effects do they have
on graduate labour markets outcomes. Education Economics 17 (1): 1‐30.
17
Teichler U. 1999. Research on the relationship between higher education and the world of work:
Past achievements, problems and new challenges. Higher Education 38: 169‐190.
18
Smith SM. 2002. The skill building challenge: Preparing a bridge for the workforce skills gap.
19
Wickramasinghe V & Perera L. 2010. Graduates’ university lectures and employers’ perceptions
towards employability skills. Education and Training 52 (3): 226‐244.
20
Jones M, McIntyre J & Naylor S. 2010. Are physiotherapy students adequately prepared to
successfully gain employment? Physiotherapy 96: 169‐175.
21
Warhurst C. 2008. The knowledge economy, skills and government labour market intervention.
Policy Studies 29 (1): 71‐76.
22
Wickramasinghe V & Perera, L. 2010. Graduates’, university lecturers’ and employers’ perceptions
23
Andrews J & Higson H. 2008. Graduate employability, soft skills versus hard skills business
knowledge: A European study. Higher Education in Europe 33 (4): 411‐422.
5
Employability skills refer to attributes in terms of knowledge, skills and attitudes and how
these assets are used and deployed in a given setting.24 Unlike occupational or technical
skills, employability skills are generic by nature, rather than job specific, and cut across all
types of industry, business sizes and job levels, and they require both firmly developed
intellectual skills and abilities to be employed as a competitive advantage.
In many countries, the labour market for graduates from higher education institutions has
been predominantly driven by supply.25 “Labour supply” refers to individuals who participate
in the labour market.26
The young graduate’s labour market is characterized by a number of severe problems, the
most fundamental being that institutions of higher learning are unable to facilitate the pro-
gression of young people from school to other learning or employment activities.27 The work
of Warhurst,28 Phillips and Bond,29 and Wicramasighe and Perera30 substantiate that, very
often, when young graduates take up employments for the first time, they are found to lack
requisite skills to function optimally in a given knowledge economy, and to hit the ground
running. These requisite skills are those that enable an individual to get the work done
efficiently and effectively. Such skills include generic soft skills that are needed in young
graduates in order to function in any job. The lack of these skills clearly reveals the mismatch
between the output of schooling and the actual employment opportunities available in the job
market. Practically, this means that the demand for certain skills exceeds the supply.
The term, “labour demands” refers to the private and public entities that employ individuals.31
Many studies have been conducted to identify the kind of skills that employers in industry
24
Wickramasinghe V & Perera L. 2010.
Graduates’, university lecturers’ and employers’ perceptions towards employability skills. Education
and Training 52 (3): 226‐244.
25
Teichler U. 1999. Research on the relationship between higher education and the world of work:
Past achievements and new challenges. Higher Education 38: 169‐190.
26
Daniels RC. 2007. Skills shortage in South Africa: A literature review.
27
Kraak A. 2004. An overview of South African human resource development. HSRC Press.
28
Policy Studies 29 (1) 71‐86.
29
Phillips V & Bond C. 2004. Undergraduates’ experience of critical thinking. Higher Education
Research and Development 23 (3): 277‐294.
30
Wicramasinghe V & Perera L. 2010. Graduates’, university lecturers’ perception towards
employability skills. Education and Training 52 (3): 226‐244.
31
Daniels, Reza C. 2007 Skills shortage in South Africa: A literature review.
6
need. Basic soft skills are high on demand. According to the Indiana Business Research
Center, credentialing in the form of degrees and certificates is important; however,
projections of social skills to 2014 indicate a high demand for all occupations in active
listening, critical thinking, speaking, active learning, writing, time management and social
perceptiveness.32 The table below indicates that basic and social skills are the most in demand
in professional and business services.
Figure 6. Skills in highest demand for all occupations33
The above graph indicates how social skills are key among specialized skills that are required
in a growing economy like that of South Africa. Above all, critical thinking is at 94.3%, thus
confirming that it is one of the most sought-after skills by industry managers.
The shift in the trends of the global economy to a knowledge-based economy dictates that
there should be a link between graduate skills and the competencies required in the labour
32
The hard facts about social skills. 2011. http://www.bettersoftskills.com/research.htm accessed
2011/08/29.
33
http://www.incontext.indiana.edu/2007/september/1.asp accessed 2011/08/29.
7
market.34 Various authors, including Andrews and Higson,35 Warhurst,36 and Wacramasinghe
and Perera,37 have expressed their concerns regarding the increasing gap between the skills
and capabilities of students upon graduating, and the requirements and demands in the global
labour market.38 These skills and competencies include the ability to interpret, absorb and
also process complex information for application in the knowledge economy.
1.3 THE RESEARCH QUESTION

There is a wide spread belief that students are graduating from institutions of higher learning
unprepared for the world of employment. The employment world requires more than only
technical and academic skills. It requires a set of personal thinking skills and attributes that
enable people to perform efficiently and effectively in their workplace. The complaint is that
newly graduates are immature at this level and are therefore unable to make a smooth
transition from studenthood to the working world.
A number of reports39 issued by employers’ associations express to the view that the work-
readiness of new graduates (including being in possession of knowledge, attitudes and
commercial understanding that will enable them to make positive contributions to the
organizations that will employ them) is a cause for concern.
The research reported on in this thesis takes as its point of departure the assumption that the
widespread belief is rooted in reality. This is confirmed by intuition, but also by the
consideration that there is no reason why South Africa will be any different from those
countries analysed in the literature referred to up to now.
In this respect the advent of the knowledge economy impacts specifically on the already
existing skills gap. The knowledge economy adds to the list of basic skills required.
34
35
36
37
Wickramasinghe V & Perera, L. 2010. Graduates’, university lecturers’ and employers’ perceptions
38
39
Mason G et al. 2009. Employability skills initiatives in higher education: What effects do they have
on graduate labour market outcomes? Education Economics 17 (1): 1‐30.
8
Particularly important is the increased volume of available information and the advanced
skills required to process that information.
The knowledge economy has emerged, and is emerging, and should be encouraged to
emerge.40 The advent of the knowledge economy directs more and more societies around the
world to use information to build knowledge for human development. To achieve this, the
knowledge economy requires people with a wide range of skills and abilities to meet its
demands. These skills and abilities are essential for productive participation in the knowledge
economy. Amongst others, the skills required in a knowledge economy include the following:
effective communication, thinking skills, team work, habits of learning, and information
literacy skills, which may also include attitudes, such as determination, emotional
intelligence, enthusiasm and commitment.
In the broadest sense, therefore, this thesis investigates the problem of a “gap” between the
formal supply of skills (in people) and the demand as expressed in expectation of employers,
keeping in mind the context of the knowledge economy.
This is, of course, a very wide topic and there are many factors that influence the “gap”. The
knowledge economy is also not a stagnant economy, but is constantly changing. Therefore
the “gap” will also change over time and from place to place.
To bring focus to the investigation and to narrow it down to a scope which allows for useful
research, the broad question is concretised as follows:
 in this thesis only the factor of critical thinking skills will be investigated
 a case study with a sample group of students and businesses will be reported
Specifically, therefore, this thesis investigates the different perceptions of critical thinking
skills held by prospective employees (who are newly graduated) and prospective employers.
At the crux of productive participation in the knowledge economy, is a set of conceptual tools
with associated intellectual skills and strategies useful for making reasonable decisions about
what to do, or what to believe, namely, critical thinking skills.41
40
Warhurst C. 2008. The knowledge economy, skills and government labor market intervention.
41
Rudinow J & Barry VE. 2004. Invitation to critical thinking. Belmont.
9
Critical thinking is said to be a defining characteristic of a university graduate42 and the basis
of life-long learning.43
A critical thinker should be able to apply the following basic guidelines in a given work
environment:
 ask questions
 define a problem
 examine evidence
 analyse assumptions and possible biases, and avoid emotional reasoning
 avoid over-simplification of facts
 consider other interpretations, and
 must have the ability to tolerate uncertainty.44
In the narrowest sense this thesis, therefore, investigates the perceived differences between
prospective supply and the demand from prospective employers of critical thinking skills in
the SA economy (against the backdrop of the developing knowledge economy).
1.4 RESEARCH DESIGN

The research which is reported in this thesis consisted of two parts.
The thesis is rooted in an extensive literature analysis focussing on the notion of ‘critical
thinking skills’ and cognate concepts.
In light of the theory in this regard a small case study was designed and executed as set out
below.
The selection of TUT students derived from of the fact that the University had embarked on a
program to appoint students in temporary positions in several of its service points in an effort
to enhance their employability upon entering the jobs market. These are students who,
therefore, we can expect to consciously reflect on their employability and develop their own
expectations about the work environment, but also images of their personal abilities.
Step 1
The first step was to develop an instrument that was circulated to employers to determine
42
Phillips V & Bond C. 2004. Undergraduates’ experiences of critical thinking. Higher Education
43
44
Wade C & Travis C. 1993. Critical and creative thinking: The case of love and war. Harper Collins.
10
their expectations concerning the various soft skills of first entrants in the job market that
are required for productive participation in the knowledge economy.
Step 2
A second comprehensive tool particular to critical thinking skills was developed and was
distributed to managers of companies in a variety of contrasting institutions and
organizations, such as libraries, government departments, universities, research
institutions and parastatal organizations.
Step 3
A self-evaluation tool particular to critical thinking skills was developed and distributed
to the students and was returned to the researcher via electronic mail. Follow-up
interviews were then conducted with the same selected sample. The interviews included
an open-ended question to further determine the students’ level of understanding of
critical thinking skills.
Step 4
Based upon the results of the responses from the self-evaluation tool of the student
survey, the researcher developed a questionnaire for a face-to-face follow-up interview
with the students for more in-depth understanding of their responses. The interviews were
conducted at the home library where students were appointed. For research and ethical
considerations, the students signed an informed consent for participation in the follow-up
interviews.
Step 5
The researcher opted for a statistical software package called Stata v11 to analyse the data
because of its inherent advantages, which include increased user-friendliness, a wide
range of available statistics, the speed of completion and graphics. The data was further
captured on the Microsoft Excel program for graphics.
The necessary ethical clearances from both TUT (where the case study was conducted with
the students) and the US (as the degree granting institute) were obtained.
1.5 DELIMITING THE STUDY

As was stated above, the broad question which lies in the background of this thesis is quite
wide and involves a large number of factors.
11
The decision to limit the scope of investigation to the factor of ‘critical thinking skills’, and to
approach the issue on a case basis, helps to bring some coherence into the undertaking. Even
so, further delimitations need to be made explicit.
Firstly, although there is almost consensus in SA today that the education system is below
par, it does not follow necessarily that the (assumed) “gap” is caused by a failing education
system only – or even primarily. Three possible scenarios can logically be provided to
account for the “gap”. It can be that the education system is inadequate, or that employers
hold too high expectations, or both. This thesis cannot offer an authoritative verdict on which
of the three are correct. The only attempt that can be legitimately made here is to try to
understand the “gap” as well as is possible in light of the evidence derived from literature and
the case study.
Secondly, critical thinking skills is a neat concept on paper, but in real life it is intertwined
with a host of other skills, both cognitive and emotional. Isolating critical thinking skills is
necessary from a research and academic point of view, but is not possible in real life. Many
aspects ascribed to critical thinking skills, or used to identify it, overlap with other human
traits. We can, therefore, only approximate the object of investigation.
Thirdly, the nature of the investigation into critical thinking skills in this thesis, always meant
that personal perceptions were going to dominate. Although perceptions often play a more
forceful role than ‘realities’ in the affairs of societies and people, the fact remains that it is
dangerous to equate perceptions with fact. Any possible conclusions that may be drawn from
this thesis for teaching curriculae or business practices must bear in mind that the empirical
data generated in this research reflect no more than perceptions.
Finally, as is the case with all case studies, the study of select students at TUT may not
necessarily reflect the general trend. Particularly when learning is at stake, the scope for
divergence is big. On the other hand, these being students from a prominent tertiary
institution in SA, it is reasonable to expect that some generalisation is possible.
1.6 THESIS LAYOUT

The structure of the thesis is as follows:
Chapter 1: Background and Research Objectives
This chapter focuses on the background, the problem and its setting and also includes the
overview of the knowledge economy and the existing gap in skills.
12
Chapter 2: Critical thinking and Employability Skills
The focus is on an introduction and definitions of key concepts, namely critical thinking
skills, the knowledge economy, and employability skills.
Chapter 3: The Case Study
This chapter offers the chosen research method and design, as well as the reasons for
selecting this design, and will describe the methods. The discussion will include the research
approach, sampling and data management.
Chapter 4: Presentation and Discussion of the Findings
The discussion includes data interpretation, specific techniques employed and reasons for
such strategies.
Leedy45 indicates that the human mind can think about only so much information at a time. In
order for data to be interpreted and for meaningful analysis, the researcher will have to
organize the data collated in its various formats.
Chapter 5: Aspects of the Skills Gap
This is the final chapter and it discusses the findings, makes recommendations, and concludes
the study.
45
Leedy PD & Ormrod J.E 2005. Practical research: Planning and design. 8th Pearson
Education International.
13
Chapter 2
Critical Thinking
and Employability Skills

2.1 INTRODUCTION
This chapter focuses on the theoretical foundations of the three selected variables namely,
critical thinking, the knowledge economy, and employability skills.
Universities across the globe are increasingly required to produce highly skilled graduates
who are able to respond to the ever-changing and complex needs of the workplace.46 This is
due to the fact that the knowledge generated by emerging technologies have given rise to
knowledge societies and a new vehicle for economic growth, known as the knowledge
economy,47 which requires a range of knowledge, skills and experience to begin work and
provide the required services for customers.
In order to address the problem in question, a literature review was conducted to obtain as
much relevant and current information as possible on the area of critical thinking and logic,
the knowledge economy and employability skills.
To address the prevailing situation, it is of fundamental importance to explore the role of

higher education institutions in building the human capital that will ensure the necessary set
46
Andrews J & Higson H. 2008. Graduate employability, soft skills versus hard business knowledge:
A European study. Higher Education in Europe 33 (4): 411‐422.
47
Andrews J & Higson H. 2008. Graduate employability, soft skills versus hard business knowledge: A
European study. Higher Education in Europe 33 (4): 411‐422.
14
of skills to participate effectively in the knowledge economy. In 2006, the World Bank’s
Knowledge Economy Forum48 adopted the knowledge economy framework as the organizing
principle for participating in the knowledge-based economy. Previous studies have indicated
that a successful transition to a knowledge economy involves long-term investments in
education, the development of innovation capabilities, modernization of the information
infrastructure, and having an economic environment that is conducive to market transitions.
Due to the fact that many employers find young graduates’ quality and relevant skills
unsatisfactory, there is a need to effect changes in the education system or in a way
institutions of higher learning intervene in terms of preparing graduates to venture into the
job market. To effect these changes, education systems need to change with the objective of
supporting basic competencies needed for participation in the knowledge economy. Figure 1
below indicates the schematic representation of the variables.
Organizational Institution of higher
competitiveness learning and
enrolment for courses
The
Knowledge
Economy -
Critical
Thinking skills
Diverse work
environments
Completed
studies
Organizational employment
Figure 1. Relations between variables
2.2 THE KNOWLEDGE ECONOMY

The last decade of the 20th century has brought the rise and greater emphasis of a new system
of creating wealth that was no longer based on brawn, but based purely on the mind - the
48
World‐Bank Institute. 2007. Building knowledge economies. Advanced strategies for development.
15
knowledge economy.49 The Organization for Economic Co-operation and Development

(OECD) defines a country with a knowledge-based economy as one where the production,
diffusion and use of technology and information are key to its economic activity and
sustainable growth.50 The term “knowledge economy” originally emerged in the 1960s with
the work of Machlup in 1962, and later in that of Bell in 1974, and in Porat and Rubin’s in
1977, among others, and came into existence following the commercialization of information
and communication technologies.51
Smith argues that the knowledge economy, at best, is a widely-used metaphor, rather than a
clear-cut concept, while, in 2008, Roberts and Armitage question the validity of the notion by
suggesting that the contemporary economy is as much characterized by ignorance as by
knowledge. Furthermore, Godin suggests that the knowledge-based economy is simply a
concept that the Organization for Economic Co-operation and Development (OECD) mainly
promotes to direct policy makers’ attention to issues of science and technology relevant to the
economy.52
According to Houghton and Sheahan,53 the knowledge economy is what is obtained when
organisations bring together powerful computers and well-educated and creative minds for
competitive advantage, and to create wealth.
Lengnick-Hall and Lengnick–Hall54 define the knowledge economy as an entity that encom-
passes all jobs, companies and industries in which people’s knowledge and capabilities
determine competitive advantage, rather than the capabilities of machines or technologies,
because firms in the knowledge economy compete with their abilities to exploit scientific,
technical and creative knowledge abilities and networks.
As difficult, if not impossible, as it may seem to define knowledge, it is possible to define a
49
George E. 2006. Positioning higher education for the knowledge based economy. Higher Education
(52): 589–610.
50
George E. 2006. Positioning higher education for the knowledge based economy. Higher Education
(52): 589–610.
51
Roberts J. 2009. The global knowledge economy in question. Critical Perspectives on International
Business 5(4): 285‐303.
52
Business 5(4): 285‐303.
53
Houghton J & Sheehan P. 2000. A primer on the knowledge economy. CSES Working Paper no 18.
54
Legnick Hall ML & Legnick Hall CA. 2003. Human resource management in the knowledge
economy: New challenges, new roles, new capabilities. San Francisco.
16
certain type of knowledge at a certain level by exploring its context. Today, our real
challenge is not to define knowledge specifically, but to spend our efforts in exploring the
context, as we seek to explore and identify key elements of the context that impact on a
particular knowledge interaction. It is also important to note that knowledge extends beyond
information, as it applies to facts acquired through study, investigation, experience or
observation.55
In line with these definitions, the United Kingdom’s Economic and Social Research Council
(ESRC) argues that the term “knowledge economy” is used to describe the economic
structure emerging in the global information society in which economic success increasingly
depends on the effective utilization of intangible assets, such as knowledge, skills and inno-
vative potential.56 Knowledge is an essential force in economic development, therefore it is
extremely important for nations to identify, enhance, and exploit intangible assets in various
areas of their development, especially education, information and communication technology.
The knowledge economy requires people with soft skills – i.e. a wide range of abilities and
attributes including the ability to communicate effectively and to think critically. In today’s
global labour market, employers do not seek employees with only technical skills, but also
those who have demonstrated an ability to think logically and analytically in order to
communicate the results of their work in a multitude of settings, to work both independently
and in teams, and to be real problem solvers.
The 2007 World Bank Report indicates that any country’s successful transition to a know-
ledge economy usually involves long-term investments in education to ensure the develop-
ment of innovation capabilities, modernizing the information infrastructure and having an
economic environment that is conducive to market transactions.57 Sub-Saharan African
countries are regarded as low-income countries that have a much greater need to work fast in
order to leapfrog and make rapid changes in their countries. Tertiary institutions in a
knowledge-based society must enhance their training and produce a qualified and adaptable
labour force that will be able to innovate and generate new knowledge for organizations in
55
Tiwana A. 2002. The knowledge management toolkit: Orchestrating IT, strategy, and knowledge
platforms. 2nd edition, Prentice Hall.
56
Business 5(4): 285‐303.
57
World‐Bank, 2007. Knowledge for Africa development: Ten priorities for Africa. Department of
17
order to enhance their competitive edge. Therefore, in a knowledge-based economy, the

emphasis should be on the content provided at institutions of higher learning, as they are a
conduit through which prospective employees with various careers are produced.
Therefore, it is imperative for the low-income group of countries to work towards developing
a conducive knowledge economy that is characterized by well-educated knowledge workers
with creative minds to create wealth and to remain competitive.58.
2.3 KEY CHARACTERISTICS OF THE KNOWLEDGE ECONOMY

There are notable differences between a traditional economy and the knowledge economy. A
knowledge economy is characterized by the creation of business clusters around centres of
knowledge, such as universities. The driving forces of the knowledge economy are globali-
zation, information/knowledge intensity, computer networking, and connectivity. Know-
ledge-enhanced producst and services also characterizes it. Human capital and competencies
are a further key component of value in a knowledge-based organization where
communication is viewed as fundamental to knowledge flows.59
2.3.1 The knowledge worker

With the advent of the knowledge economy, work and employment has changed. Unlike a
manual worker, a knowledge worker produces ideas. The term “knowledge worker” refers to
people who use their heads more than their hands to produce value.60
This is based on the fact that knowledge has become an essential factor of production,
together with the traditional tangible factors. The main task for knowledge workers is to
identify and solve problems and, by doing so, they employ their cognitive skills in a skilful
manner to analyse the content, subject, or a problem in a way that clarifies the relevance and
accuracy. The primary purpose of a knowledge worker’s job involves the creation,
distribution and application of knowledge,61 and their tasks involve the use of thinking skills.
These workers have abstract intellectual knowledge, which involves high levels of conceptual
58
World‐Bank, 2007. Knowledge for Africa development: Ten priorities for Africa. Department of
59
Knowledge Economy. http: //en.wikipedia.org/wiki/knowledge_economy accesed 2008/07/02.
60
Vlad V (ed). 2010. Talent management of knowledge workers: Embracing the non traditional
workforce. Palgrave Macmillan.
61
Vlad V (ed). 2010. Talent management of knowledge workers: Embracing the non traditional
workforce. Palgrave Macmillan.
18
skills.62 A knowledge worker operates and functions in an environment that is characterized

by the following:
 the growing importance of knowledge as an input into the economy

 the increasing importance of information and communication technologies
 the rising importance of knowledge as an economic output
 a growing commercialization of knowledge through, for instance, intellectual
property rights
 a growing number of knowledge workers
 the increasing impact of knowledge across all sectors of the economy
 a rise of knowledge management practices
 globalization as a force driving the expansion of the knowledge economy.63
Every knowledge worker possesses two broad types of knowledge, namely, explicit and tacit
knowledge. The interaction between these two forms of knowledge reinforces the idea that
effective learning takes place by means of a combination of experiential learning and formal
learning. However, the effective interaction and utilization of tacit and explicit knowledge is
essential for maximum participation in a knowledge economy for enhanced competitive-
ness.64
2.3.2. Explicit knowledge

This is knowledge that can be expressed in words and numbers. This kind of knowledge can
be shared formally and systematically in the form of data, specifications, manuals, drawings,
audio and video tapes, compact disc programmes, and a variety of documentation.65
Therefore, explicit knowledge can be articulated and be disseminated through conventional
electronic channels, as it is well supported by the IT.66 In today’s global economy, the key
organizational resource is explicit knowledge, which anyone can access and use.
62
63
Business 5(4): 285‐303.
64
Psarras J. 2006. Education and training in the knowledge-based economy. VINE 36(1): 85-96.
65
Beccera‐Fernandez I, Gonzalez A & Sabherwal R. 2004. Knowledge management: Challenges,
solutions, and technologies. Prentice‐Hall, New Jersey.
66
Tiwana A. 2002. The knowledge management toolkit: orchestrating IT, strategy, and knowledge
platforms. 2nd edition. Prentice Hall.
19
2.3.3 Tacit knowledge

Tacit knowledge is difficult to share as it resides in the owner’s brain. It cannot be taught in
lectures and is not available in any textbook, database, manual or newsletter for distribution.67
This kind of knowledge includes insights, intuition and hunches, which are difficult to
express and formalize and therefore difficult to share.68 However, it can be shared by means
of different methods, such as direct interaction, practical experiences and face-to-face social
interaction.
This kind of knowledge is also known to be very elusive. Polanyi says, “We can know more
than we can tell,” whilst Leornard and Sensiper go even further by saying, “We can often
know more than we realize.”69 However, Nonaka and Takeuchi suggest that tacit knowledge
becomes explicit through the process of externalization during a social interaction. This
knowledge informs our daily activities without us having to think of it as knowledge.
Therefore, without any doubt, tacit knowledge requires involvement for the transfer of such
skills to take place and, during periods of experiential learning experiences, have to be shared
through social interaction. So, for tacit knowledge to materialize, the people engaged in the
interaction should be surrounded by a supportive environment.70
In a work environment, tacit knowledge is that which draws on accumulated experience and
learning, and is deeply rooted in action and an individual’s commitment to a specific context.
It also has an important cognitive dimension, because it consists of mental model beliefs
mostly taken for granted, hence the difficulty in articulating them.71 The TUT presumes that
the provision of a platform for students to be exposed to a working environment prior to their
formal appointment in the job market, and that through their interaction with permanent staff,
they will obtain and internalize processes such as experience and individual talents. This can
be clearly demonstrated by the dynamic process, called the SECI model that best describes
the conversion modes from tacit to tacit, explicit to explicit, tacit to explicit and explicit to
67
Haldin‐Herrgard T. 2000. Difficulties in diffusion of tacit knowledge in organizations. Journal of
Intellectual Capital 1 (4): 357‐365.
68
Beccera‐Fernandez I, Gonzalez A & Sabherwal R. 2004. Knowledge management: Challenges,
solutions, and technologies. Prentice‐Hall, New Jersey.
69
Stenmark D. 2001. Leveraging tacit knowledge. Journal of Management Information Systems 17
(3): 9‐24.
70
Ehin C. 2008. Un‐managing knowledge workers. Journal of Intellectual Capacity 9 (3): 337‐350.
71
Harvard business review on knowledge management, 1998. Harvard Business School Press.
20
tacit knowledge.72 According to Sanchez,73 because learning is personal by nature and very
difficult to extract from people, learning must be encouraged by bringing people together
under the right circumstances, because the assets of knowledge are built through the process
of learning and the ability to exploit the flows of knowledge.74 The diagram below indicates
some key facets of knowledge.
Technological
Type
Business
Environmental
Focus Operational
Strategic
Knowledge
Explicit
Complexity
Tacit
Low
Perishability High
Figure 2. A map of key facets of knowledge75
Because knowledge is all about facts and ideas that have been acquired through experience, it
bears the following characteristics:
 It is muddy, fuzzy and partly unstructured.
 It lies in connections, conversations between people and people’s ability to
compare situations, problems and solutions.
 It is highly dependent on the owner.
Knowledge is a key resource in intelligent decision making which actually involves the
ability to think in a critical manner in forecasting, design, planning, diagnosis and the overall
72
Haldin‐Herrgard T. 2000. Difficulties in diffusion of tacit knowledge in organizations. Journal of
Intellectual Capital 1 (4): 357‐365.
73
Sanchez R. 2005. Tacit knowledge versus explicit knowledge: Approaches to knowledge manage‐
ment practice.
74
Boisot MH. 1998. Knowledge assets: Securing competitive advantage in the information economy.
Oxford University Press.
75
platforms. Prentice Hall.
21
liberty to make predictions about particular matters.76
2.4 CRITICAL THINKING SKILLS
2.4.1 Defining critical thinking skills

For a valuable shared understanding of critical thinking, various authors’ definitions will be
examined.
Dewey77 defines critical thinking as an active, persistent and careful consideration of a belief
or supposed form of knowledge in the light of the grounds that support it and further conclu-
sions to which it tends. In Fischer,78 Glaser defines critical thinking as an attitude of being
disposed to consider, in a thoughtful way, the problems and subjects that come within the
range of one’s experience, knowledge of the methods of logical inquiry and reasoning, as
well as some skills in applying those methods. Critical thinking calls for a persistent effort to
examine any belief or supposed form of knowledge in the light of evidence that supports it.
Another famous contributor to the development of the critical thinking theory, Robert Ennis,
in Fischer,79 defines it as reasonable, reflective thinking that is focused on deciding what to
believe or do.
Richard Paul80 says it is a mode of thinking about any subject, content or problem in which
the thinker improves the quality of his or her thinking by skilfully taking charge of the
structures inherent in thinking and imposing intellectual standards upon them.
Critical thinking is a set of conceptual tools with associated intellectual skills and strategies
useful for making reasonable decisions about what to do or believe. This is according to
Rudinow and Barry.81
It is an intellectually disciplined process of actively and skilfully conceptualizing, applying,

analysing, synthesizing and/or evaluating information gathered from, or generated by, obser-
vation, experience, reflection, reasoning, or communication as a guide to belief and action.
76
platforms. 2nd edition. Prentice Hall.
77
Fischer A. 2001. Critical thinking: An introduction. Cambridge University Press.
78
79
Fischer A. 2001. Critical thinking: An Introduction. Cambridge University Press.
80
Fischer A. 2001. Critical thinking: An Introduction. Cambridge University Press.
81
22
Cotrell82 unpacks the definition even further and defines it as a complex process of
deliberation which involves a wide range of skills and attitudes that include:
 Identifying other people’s positions and arguments and conclusions

 Evaluating evidence for alternative points of view
 Weighing up opposing arguments and evidence fairly
 Being able to read between the lines, see behind surfaces, and identify false or unfair
assumptions
 Recognizing techniques used to make certain positions more appealing than others,
such as false logic and persuasive devices
 Reflecting on issues in a structured way, bringing logic and insight to bear
 Drawing conclusions about whether arguments are valid and justifiable, based on
good evidence and sensible assumptions
 Presenting a point of view in a structured, clear, well-reasoned way that convinces
others.
The above definitions provide a variety of perspectives of various scholars in the field of
critical thinking.
In 1909 and 1941 respectively, Dewey and Glaser shared the idea that critical thinking is a
persistent and a careful consideration, or considering in a thoughtful way, and a persistent
effort to examine any belief or action.
Ennis83 (1989) and Paul (1993) use the terms “reasonable” and “reflective thinking” on
decisions what to do, and skilfully taking charge of the structures inherent in thinking.
Rudinow84 (2004) also alludes to conceptual tools and skilfully conceptualizing, whilst
Cottrell sums it up by indicating that it is a complex process of deliberations involving a wide
range of skills and attitudes.
Earlier definitions of critical thinking emphasized the cognitive component that critical
thinking is a set of skills or mental procedures and frames. These definitions are concerned
with the methods and rules of formal logic. However, in his later definition, Ennis
emphasizes the intentional and motivational aspect of critical thinking which other scholars in
Cotrell S. 2005. Critical thinking skills: Developing effective analysis and argument.2nd edition
82
Palgrave Macmillan.
83
Ennis RH. 1962. A concept of critical thinking. Harvard Education Review 32: 81‐111.
84
23
the critical thinking field termed as “a critical thinking disposition,” because the disposition
to think critically includes a person’s motivation.85
For the purpose of this study, of the above definitions, the following working definition has
thus been formulated:
Critical thinking is a way of thinking about any content, subject or a given problem in a
skilful manner of analysing, assessing, evaluating gathered information, observing,
reflection, reasoning, communicating, checking for clarity, accuracy, precision, relevance,
depth, breadth, significant logic and fairness as a guide to a belief or an action, and to
determine whether there is adequate justification to accept the conclusion as true.
2.4.2 Critical thinking as a generic skill

In cognitive psychology, the use of cognitive skills or strategies that increase the probability
of the desirable outcomes is critical thinking86 - a skill that allows for engagement and
interaction in, and with, the world. These skills include problem solving, reasoning and
decision making. A critical thinker, as described by Ennis,87 is one who can grasp the
meaning of a statement and judge whether there is ambiguity in the line of reasoning or
whether statements contradict each other and an inductive conclusion is warranted.88
2.4.3 Critical thinking as a component of life‐long skills

Critical thinking is one of a cluster of characteristics that forms part of self-directed or
autonomous learning and self-assessment. An autonomous learner can be profiled as a learner
who:
 Is methodological and disciplined
 Is logical and analytical
 Is reflective and self-aware
 Is curious
 Is open and motivated
 Is flexible
85
Kum Kelly YL. 2009 Assessing students’ critical thinking performance: Urging the measurements
using multi‐purpose format. Thinking Skills and Creativity 4 (1): 70‐76.
86
87
Ennis RH. 1993. Critical thinking assessment. Theory into Practice 32 (3): 179‐186.
88
24
 Is interpersonally competent
 Is persistent and responsible
 Is venturesome and creative
 Is confident
 Has a positive self-concept
 Is independent and self-sufficient
 Has information and retrieval skills
 Is skilful at learning processes
 Develops and uses criteria for evaluating arguments.
The above skills focus on being critical - a holistic and an integral part of learning.89 In order
to best define critical thinking, it is imperative to indicate that it is derived from three sources,
that is, cognitive psychology and philosophy and it stems from logic, which is a branch of
philosophy that deals with the rules of correct reasoning.90 This field is characterized by the
form of reasoning called “an argument,” which is a set of reasons given to support
something.91 An argument can be either deductive or inductive.
According to Epstein,92 critical thinking is an evaluation whether we should be convinced

that some claim is true or some argument is good, as well as a formulation of good
arguments. Critical thinking is a cognitive activity associated with using the mind and
thereafter expressing it verbally or in a non-verbal setting.
Regarding the cognitive process, cognitive science is the way in which individuals deal with
information, which informs us that individuals and their social context co-evolve because
cognitive capabilities develop in interactive contexts.93 These interactive contexts can be
divided into cognitive, affective and psychomotor skills.
Cognitive Skills Affective skills Psychomotor skills
 Synthesis  Internalizing values  Adaptation
89
90
World‐book Encyclopaedia 2001. V12
91
South African Concise Oxford Dictionary. 1999. The dictionary unit of South African English.
Epstein RL. 2002. Critical thinking. 2nd edition. Wadsworth.
92
93
Turvani M. 2001. Micro‐foundations of knowledge dynamics within the firm. Industry and
Innovation 8 (3): 309‐323.
25
 Analysis  Organizing  Complex overt

response
 Application  Prioritizing
 Mechanism
 Comprehension  Valuing
 Guided response
 Recalling  Active participation
awareness and  Set response
attention
 Perception
Table 1. Bloom’s Taxonomy94
The development of communication tends to lead to a shared approach in developing

cognitive processes, despite its highly idiosyncratic nature. This process, that Cederblom and
Paulsen95 refer to as “critical reasoning,” can teach one how to learn to evaluate arguments
and is likely to improve the quality of one’s arguments by cultivating an attitude of relative
detachment.
2.5 DEFINING “SKILLS”

The issue is not only one of critical thinking. To have critical thinking skills involves more
than “just” thinking. Skill is the ability to do something well.96 Skills refer to an individual’s
level of proficiency at performing a particular task, or the capability to perform a job well.
Skills can be divided into technical elements that can be referred to as “hard,” and
behavioural elements that can be referred to as “soft.” Soft skills include approaches and
attitudes that are intangible and difficult to describe97 and measure.
The meaning of the word “skill” includes proficiency, competency and expertise in some
activity. The essential element of a skill is the ability to make and implement an effective
sequence of choices so as to achieve a desired objective.98
94
Yoo Jeung Joy Nam. 2009. Pre‐employment skills development strategies in the OECD.
95
Cederblom J & Paulsen DW. 1996. Critical reasoning: Understanding and criticizing arguments and
theories. 4th edition. Belmont.
96
South African Concise Oxford Dictionary.1999. The dictionary unit of South African English.
97
Daud S. et al. 2011. Enhancing university business curriculum using importance‐performance
approach: A case study of business Management Faculty of a University of Malaysia. International
Journal of Educational Management 25 (6): 545‐569.
98
Nelson‐Jones R. 1996. Effective thinking skills: Preventing and managing personal problems.
Cassell.
26
2.5.1 The art of critical thinking skills

As a cognitive activity, critical thinking takes place in the mind. When someone gives
reasons for support of a view point, they are engaged in an act of presenting an argument. As
alluded to above, arguments can be categorized into two types, namely, deductive and
inductive. An argument consists of two parts called “the premises” and “the conclusion.” At
the basis of critical thinking skills, is the art to have mental capabilities and skills to know
and apply the premise and conclusion in a statement or a paragraph of words.99 A critical
thinker’s attitude usually is different from that of a person who merely engages in a
disagreement.
This application takes place in the mind while utilizing the skill and cognitive abilities, which
is doing something well following the basic principles of logic. For an individual to be able to
follow and apply the basic principles of logic, a complex process of cognitive development,
comprising three principal concepts that affect the development process, should have taken
place. The three concepts, assimilation, accommodation and equilibration are associated with
the formation of schemata that, according to Piaget, is considered to be the basic building
blocks of thinking.100
Critical thinkers will mostly evaluate their point of view by applying either inductive or
deductive reasoning. This is referred to as “the cognitive process” as structured below.
REMEMBER – this is retrieving relevant knowledge from a long-term memory.

 Recognizing and
 Recalling
UNDERSTAND – Determining the meaning of instructional messages.
 Interpreting,
 Exemplifying,
 Classifying,
 Summarizing,
 Inferring,
 Comparing,
 Explaining
APPLY – Carrying out or using procedure in a given situation.
 Executing,
99
Cederblom J & Paulsen DW. 1996. Critical reasoning: Understanding and criticizing arguments and
100
Piaget’s constructive constrctivism. http://projects.coe.uga.edu/epltt/index.php?title+piaget
accessed 2011/06/04.
27
 Implementing
ANALYSE - Breaking material into its constituent parts and detecting how the parts relate to
one another and to an overall structure or purpose.
 Differentiating,
 Organizing,
 Attributing
EVALUATE – Making judgments based on criteria and standards.
 Checking,
 Critiquing
CREATE – Putting elements together to form a novel coherent whole and making an original
product.
 Generating,
 Planning,
 Producing.101
In tabulating the cognitive process as indicated above, it does not by any means indicate that
the process is hierarchical, however the process is interdependent.
2.5.2 Deductive arguments

This is one of the two basic forms of scientific reasoning. The argument perspective is from
the more general to the more specific. Arguments, in which the conclusion can be drawn with
certainty, are called deductive arguments;102 and those based on laws and accepted principles
are generally applied in deductive reasoning. A good deductive argument is one with true
premises, which would mean that the conclusion must be true. Therefore, deductive
arguments are meant to guarantee the conclusion.
2.5.3 Inductive reasoning

The argument perspective is from a particular to a more general instance. It works the other
way from specific observations to broader generalizations.103 This is a form of reasoning that
uses available evidence to generate a conclusion.104 It also involves constructing a hypothesis
based on limited evidence and testing it against other evidence. Figure 3 below demonstrates
the flow of reasoning according to Cedeblom and Paulsen:105
101
Krathwohl DR. 2002. A revision of Bloom’s Taxonomy: An overview. Theory into Practice 41 (4):
212‐218.
102
Van den Brink‐Budgen R. 2000. Critical thinking for students: Learn the skills of critical assessment
and effective argument. 3rd edition. How to Books.
103
Burney, SMA 2008. Inductive and deductive research approach.
104
Zimbardo P et al.1995. Psychology : A European text. Harper Collins.
105
Cederblom J & Paulsen DW. 1996. Critical reasoning: Understanding and criticizing arguments
and theories. 4th edition. Belmont.
28
Preliminary Step Read

passage carefully to
identify arguments
Step 1
Identify any explicit
premises or
conclusions
Reconstruction
Step 2
Identify any implicit
premises or Conclusions
Step 3 No Yes
Determine Whether
the Conclusions
follows
Step 5
Yes Determine whether
Critical to give a more
Evaluation charitable
interpretation
Step 4
Determine Whether the
Premises should be
No
Yes No
Step 6
Accept the conclusion and Reject the argument
endorse the argument and consider why it
may have seemed
persuasive
Figure 3. Six steps to understanding and evaluating arguments106

The preliminary step is very important as it enables one to determine whether what is put
106
29
forth is an argument, as opposed to a description, explanation and classification. The step that
follows the preliminary step is to identify any explicit premises or conclusion.107 This is when
words are used like, “since,” “because” and “in view of,” which are premise indicators and
often occur just after a conclusion has been given.108 This is a very important step as it tends
to confuse arguments and explanations. An explanation is used to show what caused
something or what purpose it serves. Step 3 is to determine whether the conclusion follows
and will often be carried out in the process of adding implicit premises or an implicit
conclusion. Step four determines if the premises should be accepted or rejected; if accepted,
then the evaluation has been completed and the argument can be endorsed. In the case of a
rejected premise, the next step is to determine whether to give a more charitable
interpretation if the argument is unacceptable. Step 6 is helpful if the parties can be involved
in a direct exchange with the person who has offered the argument or with the audience that
may have been persuaded by it.
2.5.4 Misconceptions about critical thinking

The most common misconception is that critical thinkers think in a rigidly structured pattern,
mostly associated with being logical.109 However, it is true that when one learns to evaluate
arguments, one examines the patterns formed by the statements that make an argument.
Another misconception is that education and the education system develop and enhance
thinking, so the more you are educated, the better thinker you are.
Another common misconception is that, suppose there is a right and wrong point of view,
some people are attracted to the notion that each person has his or her own way of regarding
things and that no one way is better than another.110 The abilities to think, make decisions,
and solve problems are inherent and there is very little one can do to develop them. Edward
de Bono,111 and many other scholars in the critical thinking field, disagree and have proven
that thinking is a skill that can be enhanced by training and practise. Therefore, it is correct to
agree that decision making, problem solving, and creative thinking can be developed and
107
and theories. 4th edition.
Moore BN & Parker R. 2007. Critical thinking. 8th edition.
108
109
110
Cederblom J & Paulsen DW. 1996 Critical reasoning: Understanding and criticizing arguments and
111
De Bono E. 1985. Six thinking hats. Penguin Books.
30
improved.
2.6 EMPLOYABILITY SKILLS

There has been a considerable amount of debate as to the meaning of employability skills.
The term “employability” is used to refer to an individual’s ability to gain employment
appropriate to his/her educational standard.112
Employability skills means a set of achievements that comprise skills, understanding and
personal attributes that make an individual more likely to secure and succeed in a chosen
occupation. These attributes are part of the move towards developing human capital to meet
the needs of the knowledge economy.113 In Bridgstock,114 Boweden defines employability as
skills and dispositions that may attract potential employers to an individual. The broader
definition of employability is said to involve self-belief and an ability to secure and retain
employment and also to improve an organization’s productivity and income earning
prospects. It also requires competing effectively in the job market for new job oppor-
tunities.115 Employers refer to employability as work readiness, or a mix of essential
attributes that enables one to perform a job efficiently and effectively. This means that an
employee has the skills, knowledge, and attitude to contribute productively upon
commencement of employment.116
This thesis dwells on effective participation in an information and knowledge-intensive

economy; the workers must not only maintain and develop discipline and specific skills, but
also generic skills that are transferable to many situations and areas.117 These generic skills
are essential for employability. Critical thinking is one of the many employability generic
skills that were derived from three sources, that is cognitive psychology, logic and
112
Wickramasinghe V & Perera L. 2010. Graduate’s university lectures and employer’s perceptions
113
Bridgstock R. 2007. The graduate attributes we’ve overlooked: Enhancing graduate employability
through career management skills. Higher Education Research and Development 28 (1): 31‐44.
114
115
116
Mason G et al. 2009. Employability skills initiatives in higher education: What effects do they have
on graduate labour market outcomes? Education Economics 17 (1): 1‐30.
117
31
philosophy.118
2.7 PRE-EMPLOYMENT DEVELOPMENT OPPORTUNITIES

In order for new graduates to gain employment in today’s challenging economic situation, it
is becoming increasingly important for the students to gain the skills that will enhance their
prospects of employment, as academic subject knowledge is no longer sufficient.119 Many
higher education institutions around the world create various types of opportunities to
enhance employability skills among young graduates. In these opportunity initiatives, the
assumption of institutions of higher learning is that providing employability development
opportunities will enable the student to develop the employability skills required in the job
market and will ultimately secure employment for them.120 Despite the complexities of the
employability model, higher education institutions still provide a range of employability
development opportunities for students, including the development of attributes that are
mostly important for obtaining and keep the job.121
2.8 CONCLUSION
The past 20 years have brought an explosion in the application of computing and
communication technologies. This has impacted on each and every aspect of our daily lives,
the business chain, and the application of knowledge to all aspects of the economy. This trend
necessitates that, in any given knowledge economy, government policies need to refocus on
the development of the human capital by providing broad-based formal education. In today’s
global knowledge economy, employers seek employees who are able to think critically and to
manage their knowledge resources to gain a competitive advantage. Nowadays, employers
need graduates who are equipped with interactive personal and generic skills. These skills
tend to be more important than the graduates’ academic performances.122
118
Phillips V & Bond C. 2004. Undergraduate experiences of critical thinking. Higher Education
119
Steven C & Fallows S. 2000. Building employability skills into a higher education curriculum: A
university‐wide initiative. Education and Training 42 (2): 75‐82.
120
Lee H 2001. Defining and measuring employability. Quality in Higher Education 7(2): 97‐109.
121
Lee H. 2001. Defining and measuring employability. Quality in Higher Education 7(2): 97‐109.
122
Daud S et al. 2011. Enhancing university business curriculum using importance‐performance
approach: A case study of business management faculty of a university of Malaysia. International
Journal of Educational Management 25 (6): 545‐569.
32
In Beard,123 Thacker and Yost note that the ability to work with others and communicate
ideas is critical to a future employee. In a knowledge economy, deeper levels of service skills
are required, as most of these skills are mainly tacit.
123
Beard D, Schwieger D & Surendran K. 2008. Integrating soft skills assessment through university,
and programmatic efforts at an AACSB accredited institution. Journal of Information Systems
Education 19 (2): 229‐240.
33
Chapter 3
The Case Study

3.1 INTRODUCTION
This chapter will address the research methods that were used in conducting the study. The
methodology used includes the research design, sampling, data collection instruments and
procedures and methods of analysis.
3.2 STUDY APPROACH
According to Wicramasinghe and Perera,124 Warhust,125 and Bidgstock,126 many young

graduates enter the job market while lacking the essential skills that go beyond a mere
qualification. The aim of this study was to conceptualize and identify key corporate related
soft skills and competencies that employers require of business graduates. The thesis is
confined to exploring the perception of critical thinking skills with particular emphasis on
language use, argument, logic and problem solving skills among young graduates and senior
students who are temporarily appointed at a University of Technology’s service department
in an effort to enhance their employability skills. However, the University is not prescriptive
about the kind of skills to be enhanced and to what level they should be enhanced. The
purpose of this chapter is to address the methods used in this study. As for all other case
124
Wickramasinghe V & Perera L. 2010. Graduates’, university lecturers’ and employers’ perceptions
125
126
34
studies, the researcher will collect data from individuals by means of structured survey
questionnaires and interviews. The methods used include research design, population and
sampling, data gathering procedures and statistical analysis.
3.3 RESEARCH METHODOLOGY
In addition to the searches for electronic and print literature that were conducted to execute
this study, a case study was pursued in order to present a comprehensive description and
explanation of the research problem at hand. In this case study, the researcher was able to
collect data on the individuals on whom the investigation focused.127
The researcher collected as much data as possible that is inclusive of empirical evidence, to
determine the logical interrelations of the various key components of the variable, critical
thinking skills.128 Quantitative research is meant to give numerical results that can be
presented in the form of graphs and charts. Because this is a deductive research approach, it
placed great emphasis on the methodology and procedures employed when conducting the
study. Against this background, this study follows the qualitative and quantitative research
approach methodology. Triangulation was also employed, as multiple sources of data were
collected in order to support the hypothesis.129
3.4 UNIT OF ANALYSIS AND RECRUITMENT OF STUDENTS
Universities across the globe are increasingly required to produce highly skilled graduates
who are able to respond to the ever-changing, complex needs of the workplace.130 In addition,
organizations and government institutions are taking the responsibility to equip senior and
post-graduate students and, in some instances, young graduates, with working opportunities
to develop and enhance transferable soft skills and competencies integral to graduate employ-
ability and necessary for them to function in a knowledge economy. In a bid to address the
existing skills gap in the labour market the TUT recruits and appoints senior students from
any discipline in various service departments, including the libraries, and remunerates them
according to the University tariffs.
127
Leedy PD & Ormrod JE 2010. Practical research: Planning and design. Pearson Education
International.
128
Babbie ER. 1973. Survey research methods. University of Hawaii. Wadsworth.
129
Leedy PD & Ormrod, JE. 2010. Practical research: Planning and design. Pearson Education
International.
130
Andrews J & Higson H. 2008. Graduate employability, soft skills versus hard business knowledge:
A European study. Higher Education in Europe 33 (4): 411‐422.
35
The unit of analysis is set in three of the nine sparsely distributed libraries of the University,
located in the Gauteng Province. The selection of the respondents was largely based on the
nature of the study, an instrumental case study. The main focus was on critical thinking skills,
while closely examining the impact of the program for appointing student assistants to
provide services in the libraries and Electronic Resource Centre (ERC) and to assess the kind
of skills that are enhanced in the process.
The recruitment and selection process of the students was conducted formally. All relevant
protocol of staff recruitment was observed in detail. The key requirement was that, for any
student to be considered for a position in the library and its ERC, they had to perform well
academically. This process is to ensure that students undergo the test that they may encounter
upon venturing into the formal job market. The key responsibilities, as per the job
advertisement, included registration of new members, selling of computer consumables,
assisting clients in printing, scanning, photocopying and faxing, the creation of e-mail
accounts, trouble shooting and the orientation of new students. Following the interviews,
students were offered positions and signed a contract aligned to the University policies and
regulations. During the first week of their employment, the students attended training
programs that focus mainly on the key responsibilities, as indicated above. No training that is
geared towards enhancing critical thinking skills and the assumption is that exposure to being
in a work environment will enhance the global skills required in the workplace.
3.5 LEVEL OF ANALYSIS
As addressed in various studies by Warhurst,131 Wicramasinghe and Perera,132 amongst

others, the concern focuses on the workers’ lack of employability skills and competence of
knowledge in many countries. The lack of skills referred to, amongst others, are effective
communication skills (both written and verbal), team work, information literacy, habits of
learning, critical thinking skills and other non-subject related skills necessary for an indivi-
dual to succeed in a work environment. Individuals’ employability is largely dependent upon
their assets in terms of knowledge, skills and attitude, and how these assets are deployed.133
131
132
Wickramasinghe V & Perera L. 2010. Graduates’, university lecturers’ and employers’ perceptions
133
Wickramasinghe V & Perera L. 2010. Graduates’, university lectures’ and employers’ perceptions
36
University graduates who emerge in the industry for the first time, do not have the requisite
range of knowledge skills and experience to provide the quality of service that customers
require; for successful participation in the knowledge economy, there is a need for senior
students to be exposed to a working environment. By their very nature, critical thinking skills
are tacit; therefore, the transfer of these skills from one individual to another is largely based
on a number of issues. These issues may differ in various environments and can also depend
on the level of absorptive capacity and the complexity of the knowledge that is being
transferred.134
This study attempts to assess the graduates’ perception when they are ready to enter their first
employment, and the perception as expected by employers when selecting students for entry-
level graduate jobs. This is due to the fact that the education provided at graduate level, with
its emphasis on developing critical and analytical thinking, tends to develop a student’s
academic employability, rather than enhance their prospects for employment in a specific
job.135
3.6 LOCATION OF ANALYSIS
The TUT is located in three South African provinces, namely Gauteng, Limpopo and
Mpumalanga. The University recruits and appoints senior students (as per the criterion in
3.2.1) in various service departments, including the libraries; they have been enrolled for any
discipline and are from diverse social backgrounds. The unit of analysis is set at the two
Gauteng campus libraries.
3.5.1 The Tshwane University of Technology
This University was established in 2004 following a government-instructed merger of three

former Technikons.136 The TUT is one of the largest contact institutions in South Africa.
Although the University is located in three South African provinces, the seat is situated in the
economic hub of the country, the Gauteng Province. The overall enrolment across campuses
is over 50 000.
134
Dhanaraj C et al. 2004. Managing tacit and explicit knowledge transfer in IJVs: The role of
relational embeddedness and the impact of performance. Journal of International Business
Studies 35 (4): 428‐442.
135
Cox S & King D. 2006. Skills sets: An approach to embed employability in course design. Education
and Training 48 (4): 262‐274.
136
A Technikon was a Technological Higher Education Institution in South Africa.
37
Figure 5. Student distributions per learning site
3.5.2 The libraries
The Library and Information Service (LIS) is an academic support directorate that is present
in all campuses of TUT. As an academic support directorate, the LIS of the TUT adopted the
one-stop-shop model of service delivery in view of the fact that, nowadays, industry
managers expect well-rounded graduates with excellent information and computer skills.
Therefore, the LIS provides the following services to the University community:
 Training to use facilities

 Training and assistance to find information
 Access to computers for typing assignments in the ERC.
3.5.3 The Electronic Resource Centre
The ERC is a hands-on computer laboratory that falls under the auspices of the LIS. The
main function of the ERC is to support students in pursuit of their academic activities. The
facility is used, inter alia, to:
 Send and receive formal and informal electronic mail.

 Have electronic discussions with fellow students, lecturers and other academic
experts.
 Type, print and save projects, assignments, tutorials, personal CVs, etc.
 Search and obtain information mainly for academic purposes.
 Learn how to search and filter information.
38
 Learn how to use the e-assessment tools and facilities.

 Have access to databases to which the LIS of the TUT subscribe.
By providing all the services listed above, the Library and Information Service provide access
to relevant information resources and train the clients to utilize the resources maximally.
STATEMENT: When I enter into the formal employment I will want to have the ability to:
1 2 3 4 5
1. Speak and understand English well
2. Debate well by sticking to a point of

view
3. Ask and seek clarification of questions
4. Articulate thoughts coherently
5. Use your time wisely
6. Use the technology for thinking purposes
7. To think under pressure
8. Plan ahead and think strategically
9. To cope with uncertainty
10. Test conclusions against relevant criteria

and standards
11. Focus on core aspects of the issue
12. Think open-mindedly within alternative

systems of thought
13. Detect inconsistencies and common
mistakes in reasoning
14. Justify reasoning in terms of evidence
presented
15. Demonstrate a good reasoning skill
16. Be attentive to details
17. Clearly define an issue or a problem
18. Solve problems systematically
19. Analyse arguments by assessing the

underlying assumptions
20. Assess the validity of inferences made in
a particular circumstance
21. Decide on the action to be taken, based
on the assessment of the situation,
22. Think in a logically consistent manner
39
23. Demonstrate good presentation skills
24. Accurately identify the essence of an

issue
25. Deal in an orderly manner with parts of a
complex whole
26. Justify reasoning in terms of evidence
presented
27. Demonstrate good listening skills
28. Ignore fact in favour of opinion
29. Make superficial inferences for financial

gain
30. Discard relevant information for
professional gain
Table 2 Students Questionnaire
Data is collected using a five point scale. The scale below ranges between 1 and
5:
1 indicates that the characteristic is not important at all
and
5 indicates that the characteristic is extremely important
 1 Not important
 2 Slightly important
 3 Important
 4 Very important
 5 Extremely important
Skill 1 2 3 4 5
Effective commu-
nication skills
(verbal & written)
Team work
Information
40
literacy
Habits of learning
Critical thinking
skills
Strong work ethics
Table 3 Innitial short survey
3.7 QUESTIONNAIRE DESIGN FOR INDUSTRY MANAGERS
For the initial tool to begin the research, the researcher developed a questionnaire that was
sent to ten service-oriented companies that were randomly selected in Polokwane in Limpopo
Province and Pretoria in Gauteng Province. The aim of the developed questionnaire was to
investigate the skills gap between first entrants to the job market and the job requirements,
and also to find what employers deem as important amongst the following soft skills listed
hereunder (see annexure A).
The focus of this investigation was not based on subject knowledge skills, but skills that
require tacit learning.
The following set of skills were to be ranked on a scale of 1 to 5, with 1 indicating not
important at all, and 5 indicating that the skills were of extreme importance, i.e. effective
communication skills, team work, information literacy, habits of learning and critical thinking
skills. Results of this short survey indicated that effective communication skills were of
extreme importance to all the companies, followed by critical thinking skills.
Skill Percentage
1. Effective communication 46%
2. Team work 8%
3. Information literacy 2%
4. Critical thinking 43%
5. Habits of learning 1%
Table 4. Results of the initial short survey
41
The basis of the questions were informed by the theoretical basis of the 2007 World Bank137
Report on its client members and the prevailing situation in the Sub-Saharan African region,
owing to its ability to interpret, analyse and evaluate ideas and arguments. As per generally
acceptable trends in research, the researcher took into serious consideration that, in formula-
ing the questions, the respondents would be competent to respond and that the questions were
relevant to their fields of work. It was also important that the format of the questionnaire is
spread out and be as uncluttered as possible to depict a professional presentation that has
been ratified by two independent Universities with excellent reputations.
The following key components of critical thinking were considered when compiling the
questionnaire:
 Language, a fundamental medium of our thinking. It is also a basic environmental

material within which our thoughts take form and gain expression, therefore it cannot
be separated from the four primary purposes, namely as an informative, directive,
expressive and persuasive purpose. The essential function of language is
communication, which is mainly used to achieve a common understanding.138
 Arguments are instruments used for rational persuasion,139 and are a composition, the
primary purpose of which is to persuade a person by appealing to his/her reasoning
capacity. And, a composition should consist of a set of claims, one of which is called
“the conclusion” and is understood or intended to be supported by others called “the
premise.”140
 Logic is a branch of philosophy that distinguishes between two methods of reasoning,

namely deductive and inductive. Deductive arguments are said to be valid and that an
argument, the premise of which is true, would mean that the conclusion is true.
Inductive reasoning is said to rely on strength, thus an argument with a true premise
would mean that the conclusions probably are true.141
 Problem solving is to address the issues at hand employing the basic rules of logic.
137
138
Rudinow J & Barry VE 2004. Invitation to critical thinking. Belmont.
Munson R et al. 2004. The elements of reasoning. 4th edition. Thomson. Wadsworth.
139
140
Rudinow J & Barry VE 2004. Invitation to critical thinking. Belmont.
Moore BN & Parker R. 2007. Critical thinking. 8th edition.
141
42
This involves reading and understanding what the issue is all about, thus identifying
the arguments. Identify the unknown variable, then identify the explicit variables and
the relationship between the known and the unknown variables and use this to solve a
problem.142
 Assumptions relate to filling the gaps in reasoning. These are the parts of an argument
that are unstated, but play as important a role in the argument as those that are stated.143
 Emotion is an instinctive or intuitive feeling, as distinguished from reasoning or

knowledge.144 Emotions relate to human experiences. They can affect human beings’
patterns of thinking and can be either positive or negative. Emotions cannot be ignored
in any given circumstance; however, it is important to have the ability to manage them.
3.8 DATA COLLECTION PROCEDURES
Based on ethical considerations associated with research, the researcher obtained formal per-
mission to conduct this study at the TUT. Permission to collect data using the survey research
method was granted by the University (see annexure B).
In the researcher’s view, many studies had been conducted in the communication area, hence
the decision to pursue research on critical thinking skills. Also, because the researcher
believes that critical thinking skills should initiate any cause for action that includes problem
solving, critical analysis and sound professional judgment in the workplace. A second
questionnaire particular to critical thinking skills was then developed and distributed to 64
managers of various companies in Pretoria, Gauteng Province, and Polokwane, Limpopo Pro-
vince. The aim of the questionnaire was to determine what expectations prospective employ-
ers hold as regards the critical thinking skills of new entrants to the job market. The question-
naire consisted of 42 questions that were ranked on the 5 point likert scale (see annexure C).
The distribution of questionnaires was as follows:
Description Limpopo Gauteng
University Managers 5 12
142
and theories. Belmont. Wadsworth.
143
Van den Brink‐Budgen R. 2000. Critical thinking for students: Learn the skills of critical assessment
and effective argument. 3rd edition. How to Books.
144
South African Concise Oxford Dictionary. 2002. Oxford University Press.
43
Government Departments 7 3
Private Companies 6 2
State owned agencies 4 11
Banks/postal services/law 9 7
firms (industry)
TOTALS 31 33
Table 5. Distribution of companies
3.9 QUESTIONNAIRE ADMINISTRATION
The researcher designed the self-evaluation questionnaire and based it on the components of
critical thinking (as discussed in 3.2.5) and a letter explaining the purpose accompanied it. A
subsequent request was sent to the respondents by electronic mail. Although impersonal, an
electronic mail questionnaire to collect data is becoming an increasingly popular method of
communication, also for survey researchers. The researcher selected this method due to the
low cost of distribution. Another factor for consideration was that the absence of the
researcher provided greater anonymity to the respondents.145 The 41 questionnaires were all
returned via electronic mail. An e-mail reminder to complete the questionnaires was sent to
all non-respondents. The data collected related to the managers’ perceptions and what they
expect from young graduates’ critical thinking abilities when they are employed for the first
time in their organizations or institutions.
The returned questionnaires were coded, saved in a Micro-Soft office folder. The raw data
was then processed in a Microsoft Excel program. Thereafter it was up-loaded into a
statistical software package used to analyse data, called Stata VII. Frequency tables were
employed to describe the distribution of responses according to categories of items. The
response rate of 62% includes that of a follow-up request for responses.
3.10 QUESTIONNAIRE DESIGN FOR STUDENTS
Based on the same principles of the questionnaire that was distributed to industry managers,
the researcher designed another tool to be distributed to the student assistants working in the
Frankfort‐Nachmias C & Nachmias D. 2008. Research methods in social science. 7th edition. Worth
145
Publishers.
44
libraries and ERC. The students were selected based on the fact that they were senior students
at a University of Technology and had been appointed to serve the clients of the libraries and
ERC, with the aim of equipping and enhancing their own skills and experience in the
workplace.
Library/Electronic Resource Centre Number of students
Soshanguve 31
Garankuwa 26
Pretoria 18
Total 75
Table 6. Distribution of student sample
For this study, the sample of the student population was drawn from three libraries of the
TUT that are based in Gauteng. These senior students, appointees in the libraries and ERC,
have responsibilities as indicated in 3.2.1.
The aim of the questionnaire was to ascertain the students’ perceptions regarding critical
thinking skills and whether they thought that they would have the ability to present the many
attributes related to critical thinking skills in a work environment (see annexure E).
The questionnaire was based on critical thinking skills under the following key factors,
namely:
 Language
 Argument
 Logic
 Problem solving.
According to the Concise Oxford English Dictionary, logic is reasoning conducted or

assessed according to strict principles of validity,146 The questions relating to logic were
meant to test the students’ ability to evaluate arguments as required in critical thinking. The
logic part assesses whether the argument either proves, demonstrates, or supports its
conclusion.147
Being a logical thinker is equated to the ability to distinguish between arguments that are
146
Concise Oxford English Dictionary, 2001. Pearsall, Judy. Oxford University Press.
Moore NB & Parker R. 2007. Critical thinking. McGraw‐Hill. 8th edition.
147
45
strong and relevant and those that are weak or irrelevant to a particular question at issue.
Logical procedures take the form of closely independent sets of propositions that support
each other.148 Also, in reality, the key factors of critical thinking are sequential and
interrelated because failure to think in a logical manner results in failure to present an
argument and subsequent failure to solve problems. This is a situation that no institution or
organization desires. The consequences of being unable to arrange the components of
thinking in a logical sequence may yield undesirable detrimental effects to any company or
organization.
This involves taking arguments apart into their structural elements for better understanding
on how they are designed to work.149 This is an attempt to support or prove a claim or an
assertion by providing a reason for accepting it.150 The ability to evaluate an argument is to
determine whether certain conclusions necessarily follow from the information in the
statements that are given.
A problem exists when there is a difference between the actual situation and the desired
situation.151
For anyone to solve a problem, they must change either the actual situation or the desired
situation. Either way, it involves the principles of logic, the use of language, and the manner
in which outcomes of such an activity will be presented. To arrive at the desired situation, the
following steps in problem solving should be engaged in order to identify the problem
correctly. This is arguably the most critical part of making a decision because it informs what
action should be taken.152
 Explore the nature of the problem
 Generate alternative solutions
 Choose among alternative situations
 Implement the chosen alternative
Franchfort‐Nachmias C & Nachmias D. 2008. Research methodology in the social sciences. 7th
148
edition. Worth Publishers.
149
Rudinow J & Barry VE. 2004. Invitation to critical thinking. Thomson Wadsworth.
150
Moore BN & Parker R. 2007. Critical thinking. McGraw Hill.
151
Huber GP. 1980. Managerial decision making. Scott, Foresman & Company.
Drummond, Helga. 1996. Effective decision making. 2nd edition. Kogan Page.
152
46
 Control the solution.153
The ability to use the above factors, and to be classified as a critical thinker, depends on how
well one applies the standards and various parts that form part of thinking. The above
combined factors are normally internalized, then used in an explicit manner to demonstrate
the thinking abilities of the person processing them. This can be equated to weighing up the
evidence presented and arguments that may follow. In this manner, the thinking is likely to
become more profound, accurate, broader, more relevant and fair. These are the basics of
thinking well which also rely on the ability to take thinking apart.
3.11 QUESTIONNAIRE ADMINISTRATION
Based on ethical considerations, the researcher applied for research clearance from the TUT’s
Research Ethics Committee to collect data from the sample as identified in 4 above???.
Approval to distribute the questionnaire was granted by the Research Ethics Committee of
the University. The approval was specific in that the permission granted was for data
collection by means of questionnaire only.
Questionnaires were sent to the managers of the libraries and ERCs for distribution to the
students working in their environments. All responses were sent to the researcher via e-mail
communication owing to the low costs involved.
3.11.1 Returned student questionnaires
Of the 75 questionnaires distributed to student assistants, 51 were all returned via electronic
mail. The response rate of 68% is inclusive of those who received a follow-up request for a
response. These returned questionnaires were coded and saved in a Micro-Soft Office folder.
The raw data was then processed in a Microsoft Excel program. Thereafter, it was up-loaded
into a statistical software package used to analyse data, called Stata VII. Frequency tables
were employed to describe the distribution of responses according to categories of items.
3.11.2 The informed consent of students
Following the analysis of the questionnaire, the researcher deemed it fit to develop a
questionnaire for interviews to be used as a follow-up measure. The researcher again applied
to the Research Ethics Committee of the TUT requesting approval to collect data by means of
face-to-face interview sessions with the students who had responded to the initial
questionnaire on critical thinking skills. The Research Ethics Committee granted approval to
153
Huber, George P. 1980. Managerial decision making. Scott, Foresman & Company.
47
collect data by means of interviews, on condition that the researcher received the participants’
consent, based on the fact that, when a study involves human beings and for ethical research
considerations, researchers need to obtain the participants’ consent, which was also meant to
provide prior information to them about the follow-up interviews related to the questionnaire
on critical thinking skills.154
Also, for legal and cultural values and the fact that social scientists generally agree that
research involving human participants should be performed with their informed consent, an
informed consent form was generated and distributed to the participants for their further
participation in the interviews following the questionnaire155 (see annexure D). These signed
forms were returned to the researcher via electronic mail.
3.11.3 Students’ interviews
In social sciences, data can be obtained in a formal or informal setting and may involve
verbal and non-verbal responses. Since each data collection method has its own advantages
and limitations, the researcher deemed it fit to use two or more methods of data collection to
test the hypothesis.156 In this study, a questionnaire for the purpose of in-depth interviewing
of the students was designed based on the results of the self-evaluation questionnaire to
which students had responded a month before.
This was geared to unearth information that could not have been obtained by means of the
initial student survey tool and was done in this manner because the concept of critical
thinking is both philosophical and abstract, hence the necessity to seek a deeper under-
standing beyond the self-evaluation survey questionnaire. The interviews took place at the
various libraries where the students were working. There were very few hassles, as the
researcher set and confirmed the dates, times and venues for the interviews in advance.
The interviewer introduced herself and the accompanying observer, and presented a brief
background of the study, despite the participants not being unenlightened, as they had
initially participated in the self-evaluation questionnaire and had signed the consent form
beforehand. The intention was to ensure that the students clearly understood their
Leedy PD & Ormrod, JE. 2010. Practical research: Planning and design. 9th edition.
154
Frankfort‐Nachmias C & Nachmias D. 2008. Research methods in social science. 7th edition. Worth
155
Publishers.
Frankfort‐Nachmias C & Nachmias D. 2008. Research methods in the social sciences. 7th edition.
156
Worth Publishers.
48
participation and that the study, with their participation, is worthwhile. The 45 minute
interviews with each student were conducted in an informal and relaxed atmosphere.
Questions that were misunderstood were repeated and clarified.157
The researcher recorded the interview responses verbatim on the answer sheet. It is also
important to indicate that, during the interviews, observers took turns in sitting in during the
proceedings to ensure that the line of questioning was consistent throughout the interviews of
the 46 participating student assistants.
3.12 DELIMITATION OF THE SURVEY
The assumption is that the students are appointed to service the clients of the library and the
ERC and that they will enhance their employability skills by being exposed to a work
environment, so that, upon graduation, they will be readily employable.
The first selected sample comprised industry managers who, in their respective organizations
or companies, have staff recruitment in their job profiles. The second group of the selected
sample consisted of senior students employed on a part-time basis in the libraries and ERCs
of the University. The managers’ and students’ social backgrounds did not form part of the
study. The focus of the study remained the perception of the existing gap with regard to
generic employability skills, with particular reference to critical thinking skills.
Frankfort‐Nachmias C & Nachmias D. 2008. Research methods in the social sciences. 7th edition.
157
Worth Publishers.
49
Chapter 4
Presentation and Discussion of
the Findings

4.1 INTRODUCTION
In this chapter, the data findings will be presented and a comparison of various responses on
the questionnaire and interviews will be explored.
The time that a young graduate is faced with upon entering the job market for the first time is
the most critical in their life. This is precisely because there are expectations from the young
graduate as well as the prospective employer. These expectations are on both sides and they
vary because none of the participants have control over the expectations. Very often the
expectations are not met158.
As was pointed out in previous chapters, the world economy is rapidly moving into a phase
known as the knowledge economy. The only difference may be the level of advancement per
country. However, despite the level of advancement, critical thinking skills (however
understood) is amongst the most important and sought after skills that are expected by
prospective employers from young graduates entering the job market for the first time. This is
due to the fact that all companies and organizations in the various knowledge economies are
striving to keep to cutting-edge global competitiveness.
It is against this background that the chapter will present and analyse the responses gained
through the empirical process outlined in chapter 3.
To make the presentation as coherent as possible, the responses have been grouped into 4
categories, as follows:
158
Mason G. et al. 2009 Employability skills initiatives in higher education: what effects do they have
on graduate labour markets outcomes. Education Economics 17 (1): 1‐30

50
 Language
 Argument
 Logic
 Problem solving
In the presentation that follows, the results from the surveys (both for managers and for
students) are presented in graphical formats, and the results from the personal interviews are
reported on in the follow-up discussions.
4.2 LANGUAGE
Under the heading of Language the following questions in the survey are grouped:
When recruiting new entrants into my company/organization I want the entrant to have
the ability to:
1. Fluently speak and understand English
2. Comprehend and use language with accuracy and clarity
3. Debate well by sticking to a point.
Figure 7. Language: Industry
51
Figure 8. Language: Students
The above graphs indicate that 44 % of the managers expect that it is only important for the
young graduates to have the ability to speak and understand English well. As indicated in
chapter 3, that language is a fundamental medium of our thinking. Although in the business
environment and due to the advent of the internet and computer use, human beings in
organizations spend time interacting face-to face and using various forms of communication.
Therefore it is practically impossible to find any job function in any field of employment
where communicating effectively our thinking through the language use is not vital.159
Whilst the language components of critical thinking skills are perceived to be important by
industry managers for young graduates entering the job market for the first time, there is a
considerable amount of managers at 22% who feel the skill is of extreme importance. Most
businesses and organizations would always look for assertive speakers who are able to
deliver their message in a positive and direct manner, and at the same time maintaining
respect for the people whom the message is being delivered to. In a verbal communication
setting the most important skills that can be displayed that carries a lot of impact is not the
content of the message but the manner in which it is said. The ability to debate well by
sticking to a point and the ability to strip verbal arguments of irrelevancies are indicators
that can demonstrate whether the communicator has the ability to comprehend and use
159
Brounstein M, et al. 2007 Business communication: communicate effectively in any business
environment. John Wiley and sons
52
language with accuracy and clarity. On the question about the ability to ask and seek
clarification of questions, 54% of managers responded that it was of extreme importance,
while 60% of the students responded that it is of extreme importance too. The trend in the
follow-up interviews with the students highlighted the fact that students are extremely
appreciative of the fact that being employed as a student assistant enhanced their verbal
communication skills because they work with students from various ethnic groups and
therefore the language of communication is English and their English skills have improved
tremendously. Responding to the question on the importance to articulate thoughts
coherently, 91% of the students did not understand the question despite repeated attempts to
clarify the terminology used, they either asked that it be skipped or repeated. 9% responded
that it is important to articulate your thoughts coherently, “to ensure that you do not lose
focus on what you are thinking and you analyze and organize your thoughts to avoid mistakes
and to put the message across”. Worth noting is that the respondents use English as their
second language.
Whilst the importance of language is stressed, Brounstein160 cautions that language shouldn’t
be a mirror in which one admires one’s intelligence.
4.3 ARGUMENT
Under the heading of Argument the following questions in the survey are grouped:
When recruiting new entrants into my organization, I want the entrant to have the ability to
1. Strip a verbal argument of irrelevancies and phrase it in its essential terms
2. Test generalizations and conclusions arrived at
3. Focus on the core aspects of the issue
4. Render accurate judgements about specific things and qualities in everyday life
5. Make and judge observations
6. Articulate thoughts coherently
7. Analyze arguments plausibly
8. Evaluate inferences
160
Brounstein, M et al. 2007 Business communication: communicate effectively in any business
environment John Wiley and sons
53
Figure 9. Argument: Industry1
Figure 10. Argument: Students1
54
The pattern according to the graph above indicates that 47% of managers in industry feel it is
important for young graduates to render accurate judgments about specific things and
qualities in everyday life and also to analyze arguments plausibly. It is very important to
detect inconsistencies and common mistakes in reasoning. This may be attributed to the fact
that inconsistencies may be viewed or perceived as someone who undermines trust or is not
honest.161 36% of young graduates indicate that it is important to detect inconsistencies and
common mistakes in reasoning and 55% say it is very important to accurately identify the
essence of the issue. 44% of industry managers say that it is important to debate well by
sticking to a point whilst the students 38% percent of the students say it is very important.
44,9% say it is very important to analyze arguments by assessing the underlying assumptions.
An assumption is a claim which is taken to be true without an argument.162
Figure 11. Argument: Industry 2
161
Reina DS, Reina ML. 1999. Trust and Betrayal in the work place: building effective relationships in
your organization. Berrett‐Koehler Publishers.
162
Rudinow J, Barry, VE. 2004. Invitation to Critical thinking. Thomson Wadsworth
55

Figure 12. Argument: Students 2
4.4 LOGIC
Under the heading of Logic the following questions in the survey are grouped:
1. Debate well by sticking to a point
2. Strip a verbal argument of irrelevancies and phrase it in its essential terms
3. Understand logical connections between different ideas
4. Detect inconsistencies and common mistakes in reasoning
5. Test generalizations and conclusions arrived at
6. Render accurate judgements about specific things and qualities in everyday life
7. Ask and seek clarifications of questions
8. Make and judge observations
56
Figure 13. Logic: Industry 1
Figure 14. Logic: Students 1
57
57% of the students indicate that it is extremely important to clearly define an issue or a
problem, while 46% say it is extremely important to demonstrate a good reasoning skill.
Based upon the follow-up interview 47% of the students responded that critical thinking
skills is to
 “think out of the box” and be able to read into a situation which others cannot read.
 “think fast and do more than three tasks at the same time”.
On being asked whether they regarded themselves as critical thinkers?
 98% responded that they regarded themselves as critical thinkers based on the definition
of critical thinking skills as given above.
2% could not respond to the question and requested the researcher to skip the question.
Evidence gathered from the face to face in-depth interviews on the question on “do you think
you have enhanced your logical thinking skills by working here and why?”
 51% responded that their logical skills were enhanced because since employment they
can “think a little bit faster” 47% responded that they are not sure because they could not
define logical thinking and 2% that they were not sure that their logical thinking skills
have been enhanced by the routine work they were doing.

Figure 15. Logic: Industry 2
58

Figure 16. Logic: Students 2
4.5 PROBLEM SOLVING

Under the heading of Problem Solving the following questions in the survey are grouped:
1. Think in an open mind
2. Solve problems systematically
59
Figure 17. Problem solving: Industry
Figure 18. Problem solving: Students
60
In the follow-up interview, the researcher picked up that the kind of work that is conducted
by student assistants in the Libraries and ERC’s did not require the use of problem solving
skills as such. Instead, student’s assistants could not differentiate between troubleshooting
and problem solving. 68 % of the student assistants indicated that the work they are doing is
basically routine work that is boring and that they do it for financial gain because the
experience they are getting is irrelevant to their field of study.
4.6 GENERAL OBSERVATIONS

Expectations clearly play a major role in the introduction into employment of a first time
employee.
Attitudes or expectations are formed early in life and are likely to be more resistant to change
that the ones that developed later in life163. There is a direct relationship between performance
and expectation. In order for a new employee to complete his life-space the employee needs
to be motivated and incorporated into the interior of the company by managers.164 This is the
critical stage where a manager needs to define the contribution quality as expected from the
new employee. The manager has a responsibility to ensure that the expectations are clearly
spelt out and that they are understood by the employee. Because working in a knowledge-
based economy an individual requires performing at high level of their cognitive domain so
that they are able to display their conceptual skills. Managers have to also understand that the
transition from schooling to the workplace is very often traumatic and stressful for young
graduates who may have just ventured into the job market.165
Against this background the study also focussed on key expectations of managers and
prospective employees.
4.6.1 The Expectations of Managers
The graph below is based on the results of the short survey conducted by the researcher
as illustrated in chapter 3 figure 3.6.
163
Hall DT, Berlew DE. 1996. The socialization of managers: effects and expectations on
performance. Administrative Science Quarterly. 11 ( 2): 207‐223
164
Hall DT, Berlew DE. 1996. The socialization of managers: effects and expectations on
performance. Administrative Science Quarterly. 11 ( 2): 207‐223
165
Jusoh M, Simum M, Chong SC. 2011. Expectation gaps, job satisfaction and organizational
commitment of fresh graduates: roles of graduates, higher learning institutions and employers.
Education and Training 53 ( 6): 515‐530
61
Figure 19. What managers expect?
The industry manager’s response and expectations are based on the initial survey and the self
evaluation questionnaires that were sent to them. On the question of the ability to seek
clarifications of questions 54% of managers responded that this is of extreme importance.
Regarding arguments 47% of managers feel it is important for young graduates to render
accurate judgements about specific things. 44% of managers say that it is important to debate
well by sticking to a point. These key conceptual skills are Language, Argument Problem
solving skills and Logic and they are interdependent in nature.
4.6.2 Language Skills overrated by Students
Based on the results of the survey, it is evident that the students have unrealistic expectations
about their own critical thinking skills and abilities. With regards to language skills, 68%
responded that they will have the ability to speak and understand English well whilst the in-
depth interview revealed that 91% of the students could not understand the question on the
ability to articulate thought coherently despite repeats by the interviewer. According to the
level descriptors for the South African National Qualifications Framework166, these students
will acquire an NQF level 7 qualification at the end of the academic year. It is expected that
this student is able to demonstrate detailed knowledge of the main areas of one or more
166
South African Qualifications Authority 2010. Level Descriptors for the South African National
Qualifications Framework.
62
particular field including an understanding of and an ability to apply key terms, concepts,
facts and principles of a particular discipline. The interview depicted a sense of a sub-
standard level of the English language skills that would have remained unknown had the
researcher relied only on the self evaluation questionnaire that was initially sent out before
the interview. The students are also expected to be able to present and communicate complex
information in a reliable and coherent manner using appropriate professional conventions.
The ability of a student to demonstrate an ability to identify, evaluate and solve problems is
also another SAQA NQF level 7 descriptor. They are also expected to gather evidence and
apply solutions based on evidence appropriate to the discipline. These descriptors dictate the
need for high order level of skills to optimally participate in a given setting, as solving
problems systematically is a key component of critical thinking abilities. Furthermore the
researcher also found that while students are happy to be earning a salary by working in the
library and electronic resource centre, they were not entirely excited at the fact that the kind
of experience they were gaining was not relevant to their field of study.
4.6.3 Critical Thinking Skills according to Students
Over the years, people have been educated and they continue to be educated. The primary
aim of this education is particularly at college level is to foster a student’ s thinking ability to
make decisions, effectively make judgments’ and to think critically.167
In an attempt to respond to the research question, the working definition of this study has
Critical thinking is a way of thinking about any content, subject or a given problem in a
skilful manner of analyzing, assessing, evaluating gathered information, observing, reflection,
and reasoning, communicating, check for clarity, accuracy, precision, relevance, depth,
breadth, significance logic and fairness as a guide to a belief or an action and the
determination of whether there is adequate justification to accept the conclusion as true.
The follow-up interviews presented the researcher with an excellent opportunity to build a
rapport with the participants and were able to follow-up on questions for more in-depth
answers.168 When students were asked what critical thinking is, 47% responded that it is to
167
McMillan JH, 1987. Enhancing College Students Critical Thinking : A review of studies. Research in
Higher Education. Agathon press.
168
Leedy, Paul D. and Ormrod, Jeanne Ellis. 2010. Practical Research : Planning and design. 9th
Edition

63
think out of a box, and to be able to read into a given situation which other cannot read. 51 %
responded that it is to think fast and to do more than three tasks at the same time. On being
asked whether they are critical thinkers or not, 96% responded that they are critical thinkers
and the answers varied from
 I am honest, reliable,
 I can do more than three tasks at the same time
 I can solve problems,
 I have interpersonal skills and
 I can work without showing emotions.
 Able to see things that other cannot see
 I have the ability to think for myself
 I make decisions that benefit me
 I do not ask anybody to think for me
 I am able to deal with all the challenges I am faced with.
The responses above demonstrated to the researcher that the students did not know what
Critical Thinking is and subsequently concluded that they are not critical thinkers themselves
because none of the above statements form part of the cognitive process as detailed in chapter
2.
2% responded that they are not sure whether they were critical thinkers or not and asked the
researcher to skip the question.
Another 2% responded that they are
 naturally creative
 have creative business ideas
 are able to think deep about a task
 always look for more details of the topic at hand
It is acknowledged that the above responses reflect a different perspective from the 96% that
responded that they are critical thinkers without the profound understanding of the meaning
of critical thinking. The latter demonstrate minimal understanding which maybe a result of
64
critical thinking and creative thinking that is more often than not contrasted. Creative
thinking is expansive, inventive and unconstrained while critical thinking is focused
disciplined, logical and constrained.169
4.6.4 On Problem Solving according to Students
During the interviews, students were asked if they think they have enhanced their problem
solving skills and why, 41% responded that they yes, they have greatly enhanced their
problem solving skills because they have learned to resolve conflicts that may arise between
students in the library or Electronic Resource Centres. 47% responded yes, that they can
solve problems and the reasons given varied from:
 I can assist the student to print a document on the computer
 I can show the student to PDF a document
 I can clear paper jam from a photocopier
 I can tell where to find what books per subject
 I can teach other students how to search the internet
 I can teach other students how to make photocopies
 I can do three tasks at the same time
The responses above are indicative of 47% of students who are not very well conversant with
the actual meaning of problem solving skills, yet in terms of the level descriptors for the
South African National Qualifications framework these students are to be able to identify,
evaluate, and solve problems in unfamiliar concepts, gather evidence applying solutions
based on evidence and procedure appropriate to the field.170 The responses above also
present an indication that the students are not able to differentiate between troubleshooting
and multitasking and problem solving. This is a crystal clear demonstration that the students
are still lacking in terms of an ability to understand the different forms of knowledge and
forms of explanation typical within the area of operation171. By definition multitasking is the
ability of humans to handle the demands of multiple tasks and although it is a critical human
169
Handbook of creativity edited by Sternberg Robert J. 1999. Cambridge university press.
170
171
65
behaviour that allows people to cope even in more complex environment,172 it may and may
not put to a test persons problem solving abilities.
2% responded that the work they do is routine work and not challenging and they wouldn’t
say their problem solving skills have been enhanced by their employment in the Electronic
Resource Centre or library.
It is clear, based on the results that only 2% of the students understood the context the
question on problem solving skills was asked.
Problem solving and creative thinking skills are central to any organizations ability to deal
with dysfunctional relationships and achieve its strategic objectives.173
4.6.5 Using technology for thinking purposes?
The advent of information technology has made the development of problem solving, critical
thinking and high-order thinking skills crucial for future success.174 Kelman175 in Hopson has
identified has identified higher-order skills as one are that could be improved by using the
computer. The students responses to the question on the use of technology for thinking
purposes were as indicated in the graph below.
172
Spink A. et al. 2006. Multitasking during web search sessions . Information Processing and
Management. 42 264‐275
173
Carneval AP. 1988. Workplace basics: the skills employers want. American society for training
development. Washington
174
Hopson MH, Simms RL, Knezek GA. 2002. Using Technology‐enriched environment to improve
Higher‐Order Thinking skills. Journal of research on Technology in Education. 34 (2): 109‐119
175
Kelman P. 1989. Alternatives to integrated instructional systems. Paper presented at the national
educational computing conference. Nashville TN.
66
Figure 22. Using Technology for thinking purposes
79 % of the students said they do not think it is important to use technology for thinking
purposes and only 4% said yes. On probing further the students who responded that it is not
important advanced reasons such as
 The brain can do a good job
 Technology will make us lazy
 People do not think anymore because of “Google”
The 4% who responded that it is important to use technology for thinking purposes responded
that using technology
 Guides the thinking process
 Assist in thinking
 Helps in calculation
There are inherent benefits for using technology as an aid for the thinking purposes in an
organization. The benefits maybe both tangible and intangible in nature such as
 Improved customer service quality
 Deeper knowledge and understanding of customers
 Improved decision-making abilities
 Enhanced competitive advantage
67
 Improved profits176
4.6.6 Student Reflections on their Internships
The university introduced the practice of appointing student assistants as a response to the
preparation of students and young graduates for the transition from school to the working
world. In so doing, it was the university’s response to address the call by industry managers
that the skills supplied to the labour market are in many ways in adequate for maximum
participation in the knowledge economy. The assumption is that in creating these
opportunities they provide a platform for students to acquire workplace skills.
During interviews 71% of the students reported that their main concern was the opportunity
of earning a salary. On probing further on this question, most students cited poor family
background for the reason for seeking the internship employment.
9% responded that they wanted to experience the work environment. 7% thought the work
would be challenging but it was not and they are disappointed. 8 % responded that they were
exited and were looking forward to work in a computerized environment. 5% responded that
they knew all about the kind of work done by student assistants because their friends worked
the previous year.
On being asked to “mention the skill you didn’t have before that you feel has been enhanced
by your employment here” 64% responded that they enhanced their computer skills, 26%
responded that they enhanced their communication skills while 3% responded that they
enhanced their time management skills. 7% said they enhanced their human relation skills.
On being asked what skills would you say you have learned from permanent staff employed
here? 31% responded that they have learned to be professional, 16% said human relations
and 53% responded that because they mostly work after-hours they do not interact with the
staff and therefore they have not learned anything from them. Computer, communication,
time management and human relations are very important skills in today’s global market for
various employees.
Respondents were also asked to mention the main reason for applying for the position in the
Library and electronic resource centre 71% responded that it was for financial gain citing
poor financial backgrounds as the main reason. On probing further the respondents indicated
176
Sheng H, Nah F, Siau K. 2005. Strategic implications of mobile technology: a case study using
value‐focused thinking. Journal of Strategic Information Systems. 14 269‐290
68
that they are happy to be working however they did not believe that the acquired work
experience will count in their favour when they seek employment related to their field of
study. The skills enhancement part is the assumption as conceived by the university
management.
4.7 CONCLUSION
This chapter was to present and discuss the detailed findings of the study regarding the key
factors of critical thinking skills. What emerged from the study, given the unstructured nature
of the intervention program is a new set of skills as per students. The skills are
professionalism, human relations, computer and communication skills. Communication skills
featured strongly on the initial survey to industry managers and it also emerged with the new
skills that students feel they have enhanced by being exposed to a work environment
indicates that it is a very important skills that has to be enhanced at all costs with its various
facets covered to ensure a holistic development and nurturing of the skill.
A communication skill is a very important component of critical thinking skill. For anyone to
be able to display the skill in a convincing manner in a work place, it is quite imperative to be
able to speak and understand the language. Also, comprehension comes to play. The ability to
debate well and clearly define issues preceded by comprehension which highly involves the
individuals cognitive abilities.
Throughout the follow-up interviews, there was no student who mentioned analytical,
problem solving and creative thinking skills, as skills that they have acquired by being
exposed into the working environment. This can be attributed to the fact that the skills
enhancement program, is unstructured and it remain to be the responsibility of the student to
learn whatever skill they would like or that they will come across.
The continuations of such unstructured skills enhancement programs tend to ignore and not
take into cognisance the employer’s wish list of skills they would like to be developed among
graduates177 will in the long run be one-sided and neglect certain areas that need to be
developed that are required to cope with the complex demands of today's world particularly
in the workplace. Creative abilities and capabilities are more and more important to face the
challenges of the emerging knowledge economy and information societies.
177
Wilton N. 2008. Business graduates and management jobs: an employability match made in
heaven? Journal of Education and Work. 21 (2): 143‐158
69
Chapter 5
Aspects of the Skills Gap
5.1 INTRODUCTION
Today’s job market is highly competitive; hence employers continually seek employees who
will advance the competitiveness of their institution or organization. In view of the fact that
new employees are mostly supplied to the labour market by universities, and Further
Education Colleges in the South African context, the need to have a close and strong alliance
between the concerned parties is increasing by the day. Industry managers on the other hand
need to be considerate and understand that the transition from an academic institution to a
formal work place is a major change in any person’s life and therefore careful management is
necessary. In any organization or institution, when a new person or people arrive to begin
work, there are various issues that may include shock, culture change, and expectations of
both employers and employees that may require particular attention to be explored and
understood for better management. 178
Industry practitioners and higher education institutions need to collaborate in order to share
information of what is required and needed to train the prospective employees. Failure to
initiate practical and functional collaborations will instead widen the existing gap and
mismatch between the supply and demand of relevant skills to the work place.
This thesis investigated some aspects of the existing gap regarding critical thinking skills and
further discussions below will reflect on the gap. Given the fact that TUT deliberately
developed a transition programme this chapter will reflect more on how universities should
equip students with these skills. These skills are not only of pivotal importance to perform
and do well during their studies but to prepare them for the future in their workplaces and in
178
Graham C. 1995. Delivering the promise: the transition from higher education to work. Education
and Training 37 (1): 4‐11.
70
their social lives where sound decisions are to be made on a daily basis179. The implications
of the skills gap for industry will not be dealt with here in detail. Being employed in the
higher education sector, the researcher is not adequately schooled to speak on behalf of
industry.
4.2 UNDERSTANDING THE EXPECTATIONS

As indicated above, a critical moment in the working life of any person is when they enter the
job market for the first time. During this critical time for both the employer and employee,
there are expectations and as alluded to in literature, very often the expectations are not met.
The first few months to a year is a very critical period for learning for the new employee of
the company’s expectations and the direction the company is working towards. This is
precisely the time when the employer critically observes the performance of the new
employee whilst on the other hand the employee is trying to find his or her feet by
understanding the organizational mission, vision and most importantly strategy. In so doing
the employee, presents the employer an opportunity to asses him or her in terms of job
performance.
The South African Concise Oxford Dictionary180 defines expectations as, a belief that
something will happen or be the case. In an interaction or engagement, there are two kinds of
expectations namely, explicit and implicit.181 Explicit expectations are clearly stated and
understood. They can either be communicated orally or in a written form. Implicit
expectations are unwritten, unspoken requirements, agreements or understanding between
people.
In this case, critical thinking skills are related to the implicit expectations that are mostly
vague until one feels the consequence of lack of them or not having them. Very often when
expectations are not met, it is due to the lack of clarity and people are likely to feel a range of
emotions that may include disappointment, anger and betrayal. Another dimension to the un-
realistic expectations new graduates have about their first job could be related to the fact that
they had never been in a workplace in the real senset. It is also possible that when they work
as student assistants in various divisions at universities like the program as introduced by
179
Ku Kelly YL. 2009. Assessing students’ critical thinking performance: Urging for measurement
using multi‐purpose format. Thinking Skills and Creativity 4: 70‐76.
180
South African Concise Oxford Dictionary 2002. Oxford University Press.
181
Reina DS & Reina ML. 1999. Trust and betrayal in the work place: Building effective relationships
in your organization. Berrett‐Koehler Publishers.
71
TUT, they could be there for other reasons than the reasons that may have been envisaged by
the university.
For an organization to maintain and enhance its competitive advantage there is a need to
manage the expectations on both sides. There is empirical evidence of a relationship between
expectation and performance.182 As such, to manage both the students and employers
expectations, universities and colleges need to have a good understanding of both sides.
In order to understand the existing gap between students and industry managers, critical
thinking key factors will be unpacked below for better understanding. It is also important to
mention that the key factors of critical thinking to be unpacked below are inter-related. In
some cases the line of differentiation is very fine.
5.3 THE SKILLS GAP FINDINGS

5.3.1 Statistical Overview
As indicated in chapter 4, the distinction between the various key factors of critical thinking
that is language, argument; logic and problem solving are very fine and in some cases almost
non-existent. The fine line is indicative of the close relationship that these concepts have in
the sense that the one may influence the other.
Below are the correlations in statistical terms.
Critical Students Industry Managers

Thinking:
Item test Item rest Average Item test Item rest Average
Key aspect
correlation correlation inter-item correlation inter-item
correlation
correlation correlation
Language 0.2900 0.2309 0.2653 0.5047 0.4734 0.3277
0.4766 0.4258 0.2580 0.6205 0.5945 0.3243
0.4865 0.4363 0.2576 0.6365 0.6113 0.3238
Logic 0.6602 0.6224 0.2508 0.6365 0.6113 0.3238
0.3707 0.3145 0.2622 0.3362 0.2993 0.3328
182
Hall DT & Berlew DE 1966. The socialization of managers: Effects of expectations on performance.
Administrative Science Quarterly 11 (2): 207‐223.
72
0.5250 0.4771 0.2561 0.7296 0.7097 0.3210
0.6122 0.5705 0.2527 0.6599 0.6360 0.3231
0.6686 0.6316 0.2505 0.5003 0.4688 0.3279
0.5341 0.4868 0.2558 0.2558 0.3995 0.3309
Argument 0.4766 0.4258 0.2580 0.6365 0.6113 0.3238
0.6539 0.6156 0.2561 0.3362 0.2993 0.3328
0.6122 0.5705 0.2527 0.7296 0.7097 0.3210
0.6111 0.5693 0.2527 0.8343 0.8214 0.3179
0.6384 0.5988 0.2517 0.5003 0.4688 0.3279
Problem 0.6238 0.5831 0.2522 0.7374 0.7180 0.3208

solving
0.5341 0.4868 0.2588 0.7474 0.7286 0.3205
Perception 0.6270 0.5865 0.2521 0.3995 0.3644 0.3309
0.4622 0.4106 0.2586 0.3452 0.3085 0.3325
0.4090 0.3546 0.2607 0.5803 0.5523 0.3255
Table 7. Average test scale results
The table above is the results of the test scale on the items. The pattern displayed in the table
is that of average scores. It is clear that the industry managers have higher expectations than
the students on all the variables tested.
This confirms the existence of a skills gap as alluded to by Wicramasinghe and Perera183,
Bridgstock184 and Warhurst185. The average scores on all key aspects of critical thinking,
183
Wicramasinghe V & Perera L. 2010. Graduates’, university lecturers’ perception towards
employability skills. Education and Training 52 (3): 226‐244.
184
Bridgstock R. 2009. The graduate’s attributes we’ve overlooked: Enhancing graduate employ‐
ability through career management skill. Higher Education Research Development 28 (1): 31‐44.
73
namely language, argument, problem solving and logic that were tested, are more tilted on
the upper scale on the industry managers site. This is interpreted to mean that the industry
managers expect more than what the students expect to present when they venture into the
job market for the first time.
5.3.2 Implications of the TUT transit programme
The intervention program as introduced by the TUT has been introduced to prepare students
so that they transit seamlessly into the world of work. The intention is to instil ways of
working and provide an opportunity to experience the feel of a workplace environment.
However, whilst the intent can be applauded, the study shows that the program falls short in
terms of addressing the existing skills gap with particular reference to critical thinking skills
as it may be required by managers in industry. Ku186 reports that the Association of American
colleges and Universities’ report states that only 6% of college seniors were considered
proficient in critical thinking skills. Proficiency in critical thinking skills means to apply
logical processes or to be rational in making decisions by conscious thinking which would be
expressed in words or by symbols.187 The table above confirms the existence of the gap
regarding critical thinking skills among young graduates who are about to venture into the job
market
Also according to Ennis188 extends the definition to reasonable reflective thinking that is
focused on deciding what to believe and do. When proficient critical thinkers are confronted
with a challenge or a situation that require their mental activities, they acquire information,
process by evaluating the information they have to be able to reach a well thought and
justified conclusion.
The skills intervention program that was introduced by the TUT is geared towards enhancing
employability skills but not towards a particular set of skills but to experience in general the
sense the world of work. This set-up is largely un-guided in terms of the skills to be enhanced
therefore students pick up whatever skills they want to learn or those that they may be
185
186
using a multi‐purpose format. Thinking Skills and Creativity 4: 70‐76.
187
Simon HA. 1987. Making management decisions: the role of intuition and emotion. The Academy
of Management Executive 1 (1): 57‐64.
188
Ennis RH. 1962. A concept of critical thinking. Harvard Education Review 32: 81‐111.
74
comfortable with.
This is likely to yield the result where students overate themselves in terms of the skills they
think they have whereas in reality and as displayed in the follow-up interviews that they have
minimal understanding of the critical thinking skills concept.
This can be attributed to the fact that students may feel they have adequate high order skills
because they were selected for positions ahead of their fellow students. Facione189 warns that
professionals who overate their abilities are likely to act with inadequate caution. This may
be true to the student participants of this study or it could be related to their minimal
understanding of what critical thinking is. However, with all these being said and done, is this
the best way to respond to the skills gap challenge in order to address the need?
For organizations to achieve on its strategic objectives they depends on how quickly and
effective they can transcend the barriers that may hinder their productivity and
competitiveness.190 These pressures, of sustaining the competitive advantage and increased
innovation put the company or organizations creative thinking and problem solving skills on
the spotlight. Therefore companies are forever looking to recruit individuals with skills that
include the ability to recognize and define problems, be creative, invent and implement
solutions and also follow-up and evaluate the results. This thesis reveals that students do not
know what critical thinking skills are let alone the expectation and how important are these
skills in a working environment. These are the critical skills that are central to the company’s
sustenance of its competitive edge.
5.3.3 Confusing Problem Solving with Troubleshooting
Based on the results above on critical thinking skills 51% of the student participants defined
critical thinking skills as to think fast and to do more than three tasks at the same time.
Evidently, emanating from the face-to-face interviews the students were not able to
distinguish between troubleshooting, critical thinking, problem solving and logic, because at
colleges and universities the focus on educational endeavours in relation to critical thinking
skills encompasses skills such as evaluating sources of information, challenging assumptions,
189
Facione PA et al. 1995. The disposition towards critical thinking. Journal of General Education 44
(1): 1‐25.
190
Carneval AP et al. 1988. Workplace basics: The skills employers want. American Society for
Training and Development. Washington DC.: 1‐42.
75
understanding context, analyzing arguments and using metacognition191 This, could also have
been a result of hasty generalizations or false comparison in the sense of assuming that the
concepts are alike in one or more respects and that they are not necessarily alike in all
respects. These concepts require that an individual should engage in particular steps to arrive
at a best possible outcome of the situation at hand. These processes can take place
simultaneously in the brain and in the end depending on the actions taken, depict the manner
in which an individual reason. Based on 4.7.2 in chapter 4, the students think that they can
solve problems, yet in reality what they advance as reasons of their ability to solve problems
are very simple technical functions such as
 Clearing a paper jam from a photocopier
 Teaching students how to make photocopies.
 Showing a student how to PDF a document
In reality, what is referred to above is troubleshooting, though they may have solved a
problem by troubleshooting, because if a photocopier has a paper jam, it will not function
anymore and it will be a “problem” to the users of that machine because it will not be
functional at that time. Also of significance, when students were asked whether their working
in the library and ERC enhanced their problem solving skills, 68% of the students responded
that because the work they are doing is mostly routine, they do not think it has enhanced their
problem solving skills and they feel bored and that they are only doing it for financial gain
because the experience they are gaining is irrelevant to their field of study. Again, the
students are not aware that in any work environment, they can benefit by acquiring problem
solving skills amongst others that may be applicable in any work environment including work
within their field of study.
However with regards to the depth of the concept, problem solving for the purpose of this
study has been missed, as it was geared to university students who are three months away
from beginning to search for jobs in the labour market. Also demonstrating to a student how
to use the Microsoft applications such as how to PDF a document, can be superficially be
viewed as problem solving because the user has a “problem” if the they cannot PDF a
document that requires such a function. These students are expected to have a deeper
understanding of the meaning of the concept problem solving according to the South African
191
Cotter EM & Tally CS. 2009. Do critical thinking exercises improve critical thinking skills?
Educational Research Quarterly 33 (2): 3‐14.
76
Qualifications Framework level descriptors. At this level, the students are expected to be able
to evaluate and solve problems in unfamiliar context by gathering evidence and applying
solutions based on the evidence.192 This is also backed by Piaget stages of development
where it attests to the fact that around the onset of puberty, children are able to reason in an
abstract way and to set the hypotheses using systematic logic.193
Based on the above, In this case, 51% is a sizeable amount that dictates a need for serious
intervention. Problem solving is a fundamental component of critical thinking skills and the
cognitive processes are best displayed when a problem is solved.
5.3.4 Interpretation, Analysis and Inference Skills are under Par
The outcomes of the face-to-face interviews show that these students will not be in a position
to or have the ability to or are significantly deficient in terms of the following mental skills
that seem to be habitually displayed by critical thinkers when they use a pattern of knowledge
that is stored in the brain to assist in understanding new information called schema.194
Interpretation. This is to comprehend and express the meaning of a variety of a situation data
and events.195 In this phase the student should be able to apply their mental skills for better
interpretation and ask questions such as
 What is happening?
 What does this mean?
 How best can I classify this?
 How can I make sense of this?
This kind of interpretation takes place in the mind and will only be displayed by the action
taken and it is likely to be supported by tacit knowledge already in the mind.
Analysis. This is to identify the intended and actual inferential relationship among statements
and descriptions or other forms of representations with the intention to express a belief,
192
SAQA 2010. Level descriptors for the South African National Qualifications Framework.
www.saqa.org.za accessed 19/09/2011.
193
Http://www. Usefulcharts.com/health‐and‐psychology/developmental/stage. Accessed
2011/06/04.
194
Thomas A & Thorne G .2011. How to increase higher order thinking. Centre for Development and
Learning. http://www.cdl.org/resource‐library/aricles/HOT.php=recent&id=yes . Accessed
11/11/2011.
195
Facione PA. 2011. Critical thinking: What it is and why it counts. Insight Assesments: 1‐28.
77
information, opinion or experience. This involves taking an argument apart into their
structural elements for better understanding196 and asking questions such as:
 Why do you think that?
 What are the disadvantages and advantages of the argument?
 What is the basis for saying that?
Inference. This means to identify and secure elements needed to draw reasonable
conclusions.197 This is a step that is taken in the mind from the premises to the conclusion and
it prompts questions such as these:
 From what is known, what conclusions can be drawn?
 From what is known what can be ruled out?
 What is the implication of the evidence?
 What additional information is needed?
 What are the consequences of acting in this manner?
 Are there any available alternatives?
 Are there any un-desirable consequences?
Following this step, Critical thinkers are able to explain how they have arrived at a particular
judgement, and hence the inference step is followed by explanation. Explanation can be
defined as being able to present in a coherent manner the results of one’s reasoning.198 A
good explanation will clarify the following questions
 What are the specific findings?
 How the analysis was conducted?
 How the reasoning process unfolded?
 Justify the answer to the problem
 Justify the actions or the particular decision made.
196
197
Facione PA. 2011 Critical thinking: What it is and why it counts. Insight Assessments: 1‐28.
198
Facione PA. 2011 Critical thinking: What it is and why it counts. Insight Assessments: 1‐28.
78
Evidently the problem solving concept responses above are indicative of the fact that, due to
the level of understanding there is a huge likelihood that in a working environment a given
task may negatively impact the employer’s perceptions of the outcomes because of limited
skills regarding the applications of logical interpretations, and may lead to:
 The approach to the task may be different than expected
 The level of accuracy and precision may be distorted
 The integration of thoughts may not be according to expectation
 The main idea of the given task may be lost
 Identification of pitfalls may be limited or over-estimated
 The basic ideas of the task may be limited or over-estimated
It is also imperative to acknowledge that the selected sample use English as a second
language and it is claimed that critical thinking is also important in the acquisition of
language skills particularly reading and writing199, therefore elevating the importance of
language skills in this regard.
5.3.4 The Students’ notions of ‘Logic’ and ‘Critical Thinking’
As per this study, these are senior students who are within a few months of seeking
employment in various organizations and institutions. These students would have
academically qualified and ordinarily feel best positioned and justified that they are ready for
employment. The question is how ready are they?
Logical thinking ability is seen as one of the most important cognitive ability which
influences and has been proven to be a good predictor of academic success of students.200
This refers to an individual’s ability to solve problems by using mental operations by making
certain generalizations or abstraction201 Furthermore, the needed physical or virtual
information and problem solving capabilities need to be brought together to facilitate this
199
Rashid Rosyati Abdul & Hashim Rosna Awang. 2008. The relationship between critical thinking
and language proficiency of Malaysian undergraduates. EDU‐COM 2008 International Conference
19‐21 November.
200
Rashid Rosyati Abdul & Hashim Rosna Awang. 2008. The relationship between critical thinking
and language proficiency of Malaysian undergraduates. EDU‐COM 2008 International Conference
19‐21 November.
201
Sezen N & Bulbul A. 2011. A scale on logical thinking abilities. Procedia Social and Behavioral
Sciences 15: 2476‐2480.
79
process at a singles locus.202
This also means getting ideas, facts and results of a problem and put them in a successive
order. Logic examines the structure of knowledge and distinguishes correct and wrong
reasoning because it provides the criteria by which validity of reasoning may be evaluated.203
Logic is informed by the thought processes that take place in the mind. Conze204 argues that
there is a connection between the structure of logical thinking and social life, and also that
man is primarily a thinking and reasonable being and that from the outset due to nature
human beings are logical thinkers. In their response to logical, critical thinking and problem
solving questions in chapter 4 the students responded in a manner which is in line with
Henle’s205 assertion that a person is likely to accept a conclusion which expresses his
convictions with little regard for correctness or incorrectness of the inferences involved.
It must be acknowledged that the samples are university students who have developed formal
operational thought that should enable them abstract thinking and hypothetical deductive
reasoning because according to Piaget’s conceptualization that formal operational thought
develops in early adolescence206 and that both formal operational thought and critical
thinking involve abstract and deductive reasoning it is then logical to conclude that formal
operational thought may be a prerequisite for critical thinking.207 The sample students
displayed a significant weakness in terms of utilizing the building blocks of thinking which
are the pre-requisites skills upon which thought processes are based. These logical forms are
not meant to describe the actual thinking but are just concerned with the ideal on how we as
human beings are ought to think.208
Based on chapter 4 51% of the students responded that critical thinking is to
 Think fast and do more than three tasks at the same time.
202
Von Hippel E. 1994. “Sticky information” and the locus of problem solving: Implications and
innovations. Management Science 40 (4): 429‐439.
203
Henle M. 1962. On the relation between logic and thinking. Psychological Review 69 (4): 366‐378.
204
Conze E. 1934. Social implications of logical thinking. Proceedings of the Aristotelian Society 35:
23‐44.
205
206
Cotter EM & Tally CS. 2009. Do critical thinking exercises improve critical thinking skills?
Educational Research Quarterly 33 (2): 3‐14.
207
Cotter Ellen M & Tally Carrie Sacco. 2009. Do critical thinking exercises improve critical thinking
skills? Educational Research Quarterly 33 (2): 3‐14.
208
80
The response above clearly demonstrates the minimal understanding of the concept, critical
thinking. The ability to think fast does not culminate in an individual being a critical thinker
because according to Fischer209 critical thinking is the ability to engage in that mode of
thinking, about any subject, content or problem in which the thinker improves the quality of
his or her thinking by skilfully taking charge of the structures inherent in thinking and
imposing intellectual standards upon them. Also various other authors were consulted and for
the purpose of this study, the applicable definition of critical thinking is
 Critical thinking is a way of thinking about any content, subject or a given problem in
a skilful manner of analyzing, assessing, evaluating gathered information, observing,
reflection, and reasoning, communicating, check for clarity, accuracy, precision,
relevance, depth, breadth, significance logic and fairness as a guide to a belief or an
action and the determination of whether there is adequate justification to accept the
conclusion as true.
Based on the literature review in chapter 2 concerning the definition of critical thinking none
of the following authors’ Dewey, Glaser, Ennis, Paul210, Rudinow and Barry211 and Cotrell212
ever referred to the ability to think fast when defining critical thinking skills. Instead, what
appears to be of outmost importance is according to Dewey and Glaser in Ficher213 is that
they share the notion that critical thinking is a careful consideration or to consider in a
thoughtful way to examine any belief or action. Ennis and Paul put their emphasis on the
skilful manner of taking charge of structures inherent in thinking. In view of the above
definition and looking at the superficial sounding response by students, thinking fast may be
necessary in one context or another but is not really fundamental in describing and defining
critical thinking skills. 47% responded that critical thinking skills is
 To think out of the box and be able to read into a given situation which others cannot
read.
The statement “think out of the box” is a buzz word nowadays. However, it carries the notion
that brings a temptation to give a benefit of a doubt that the students may have an
209
210
211
Cotrell S. 2005. Critical thinking skills: Developing effective analysis and argument.2nd edition.
212
Palgrave Macmillan.
213
81
understanding to some point that critical thinking is not ordinary and that certain skills should
be employed when displaying the ability to be a critical thinker.
The second part of the response
 “Be able to read into a given situation”
According to this statement, what has to be read remains hidden and it suits well to be
referred to as an assumption and it calls for the thinker to be alert for hidden assumptions.
The degree of the vagueness of the statement also compounds to the issue of the level of
understanding of what it means. Provided one is to make an assumption on this claim, which
can be true without further arguments it is possible to “read into a given situation” but to
what level. It is possible to read into a situation and interpret it but not analyze, and evaluate
it. It is acknowledged that the cognitive process is not hierarchical, but does not indicate the
depth of how far the cognitive process will unfold. The process can end only with
interpretation and thereby falling short of displaying the ability to think critically as may be
displayed by habitual critical thinkers.
The students were asked if they had enhanced their logical thinking skills by working and
why? 51% responded that
 They can now think a little bit faster
As indicated above with regards to critical thinking, thinking fast has no place in literature for
critical thinking. This means that 51% of the students fell through the cracks throughout their
university studies with regards to gaining the basic understanding of what critical thinking
skills are.
47% responded that they are not sure if they can define logical thinking.
Logical thinking is seen as the key to the processes of mental reservation and complex
problem solving. Logical thinking constitutes one part of problem solving. In other words,
logical thinking is one of the sub-stages of problem solving.214 The results based on the
question on logical thinking presents a very bleak situation for the students regarding the
skills they will be bringing to the labour market. Thinking fast seem to have been ‘thee’
response to the question on critical thinking and logical thinking. A disturbing fact that may
be indicative of the fact that the students are unable to differentiate between the two. The
214
Sezen N & Bulbul A. 2011. A scale of logical thinking abilities. Procedia Social and Behavioural
Sciences 15: 2476‐2480.
82
47% who were not sure what logical thinking means can safely be classified with the 51%
who think that logical thinking is to think a little bit faster. Only 2% responded that they were
not sure that their logical thinking skills have been enhanced by the routine work they were
doing.
These responses indicate that only 2% of the students understand what logical thinking means
as from the response it can be deduced that doing routine work does not involve a logical
thinking that much, as a routine is a sequence of actions that are followed on a regular
basis215 and with time in a routine job set-up there is a likelihood that the worker will perform
such duties without really thinking of what they are doing.
On problem solving skills, this is the most critical part of decision making because it informs
the action to be taken. Though the work done by student assistants in the Library and ERC’s
did not really require high level problem solving skills as such but require the skill at an
intermediate phase, it was imperative to engage the students on problem solving skills, as the
sample was drawn from senior students who are about to venture into the labour market,
where not only industry managers expect them to have those skills, but an expected ability
upon completion of an academic qualification level 6, as per South African Qualification
Authority level descriptors, a category in which these students belong. These required skills
must demonstrate that the student’s level of thinking is a level that is higher than that of
memorizing facts. This level calls for understanding, and the ability to analyze, draw an
inference and explain in a cogent and coherent manner the reasons for a particular decision
and action taken.
When students were asked on their expectations upon receiving information that they had
been appointed in the library and ERC respectively, 71% responded that they were excited at
the prospects of earning a salary. This clearly demonstrates that the primary objective of the
program falls by the wayside as the greatest number of students is in the job for financial
gain. 9% responded that they wanted experience in the work environment whilst 8% said they
thought the work was challenging but were disappointed because the work is not challenging
at all. 5% responded that they knew all about the kind of work they were going to do because
their friends worked in these positions the previous year and they felt good and happy at the
prospects of earning a salary.
On being asked to mention the skills that they did not have before that they feel has been
215
Concise Oxford Dictionary. 2002. Oxford University Press.
83
enhanced by their employment in the library and ERC? The responses were as follows
 64% enhanced their computer skills
 26% enhanced their communication skills
 3% enhanced their time management skills
 7% enhanced their human relations skills
On being asked what they learned from professional staff employed the Library and ERC
 31% responded that they learned to be professional
 16% said human relations
 53% responded that because they mostly work after hours, and they did not interact
with permanent staff and as such they have not learned anything from them.
Notable to the responses above is that there is no mention of critical thinking, Logical
thinking, and problem solving and language skills. Ku216 points out that teaching critical
thinking is not a simple task although it is an important goal of modern education, as it equips
students with competency necessary to reason about affairs in the rapidly changing world.
These skills are vital for students to perform well in school and also needed in future
workplaces, social and interpersonal contexts where sound decisions are to be made
independently on a daily basis for they will guide on what to do and what to believe. To teach
students to think critically teachers must develop a pedagogy that aims to promote critical
thinking skills.
5.4 DEVELOPING STUDENTS TO FUNCTION IN A KNOWLEDGE ECONOMY

The analysis is indicative of a gap that requires a holistic intervention from strategic and
operational perspectives by all relevant stakeholders. What the university has embarked on, is
a step in the right direction, that is, the provision of environment and to make resources
available to appoint students in these positions. However, even with enhancing generic soft
skills that is requisite skills for any other employment there is a need to structure the
intervention program in order to ensure the optimal utilization and subsequent benefits of the
allocated resources. A structured program for performance based assessment that is inclusive
of monitoring and evaluation will be an excellent tool to the managers and to provide
216
Ku Kelly YL 2008. Assessing students’ critical thinking performance: Urging for measurement using
multi response format. Thinking Skills and Creativity 4 (1): 70‐76.
84
feedback to the participants in terms of getting to know the kind of skills they have and the
level they can operate on.
In order to develop the students for a seamless transition from school to the world of work the
current intervention program as is indicative of a number of shortfalls and needs to be
structured in a manner that the benefits are maximised. The need is there and the need has to
be addressed.
Whilst the expectations by managers in industry seem justified, owing to their experience and
the fact that student’s expectations needs realignment, the challenge remains as to whose
responsibility it is to ensure the nurturing and the best ways to cultivate critical thinking skills
among prospective employees for sustainable competitive advantage in a knowledge
economy?
Should it be:
 Lecturers in class as part of the curriculum?
 Part of programmess such as the TUT programme?
 Prospective employers?
While we grapple with the issue of whom is maybe likely to take up the bigger portion of the
responsibility to equip the students, it is good to know that critical thinking can be taught.
Based upon the above discussion, Ku217 Chartrand218 agrees that teaching for critical thinking
is an important goal in modern education. Despite the fact that it is not a simple task, it has to
be done to equip students with the necessary competency to reason in social affairs and in the
rapidly changing working world.
The outcomes should ensure that the following components of critical thinking skills are
addressed and achieved.
 Recognize Assumptions: This is the ability to separate fact from fiction. This also
calls for an individual to be able to investigate an issue using relevant information.
 Evaluate arguments: Information has to be analysed, evaluated in an accurate and

objective manner for complete understanding. The sources of information must also
217
using multi response format. Thinking Skills and Creativity 4 (1): 70‐76.
218
Chartrand J, Ishaikawa H & Flander S. 2009. Critical thinking means business. Learn to Apply and
Develop new # 1 workplace skill.
85
be assessed.
 Draw Conclusions: This means the ability to bring together information that is diverse
to be able to arrive at a justified conclusion that shows a good judgement.
 Must be able to recognize the strength and weaknesses of their chosen methodology
 Make an Inference: Evaluate and analyse the evidence that will be presented.219
5.5 ENHANCING CRITICAL THINKING SKILLS

Industry managers, are aware of their needs based on their experience, however students do
not know what is expected of them hence the unrealistic expectations. It is also evident that
the impact of the program as introduced by TUT in its current form will not yield any
positive results towards addressing the skills gap with particular reference to critical thinking
skills. The results of the self-evaluation questionnaire demonstrates that 91% of the
respondents strongly agree that should, they be appointed and enter the formal job market,
they will be able to demonstrate the expected attributes related to critical thinking skills. The
91% forms part of the students who are unable to distinguish between problem solving and
troubleshooting. They also do not know what critical thinking and logical thinking skills are.
The triangulation method of data collection in this study was extremely useful as it revealed
facts that would have remained unexplored regarding the understanding of concepts
pertaining to this study.
However, Facione220 warns that professionals who over-rate their abilities are likely to act
with inadequate caution. This may be true to the students who responded to the questionnaire
or it could be related to their minimal understanding of what critical thinking is. The results
of the self evaluation questionnaire are in actual fact misleading regarding the skills levels
and the understanding of the concepts by the students. The follow-up interviews opened up
other perspective depicting that what the university is producing to supply the demand of
skills in the labour market is of a substandard level when weighed against the South African
National Qualifications Framework level descriptors in relation to the key facets of critical
thinking skills. It is acknowledged that skills enhancement is not a one dimension aspect and
cannot be treated as such. The university through this program is responding to the call made
219
Castle A. 2009. Defining and assessing critical thinking skills for student radiographers. Radio‐
graphy 15 (1):70‐76.
220
(1): 1‐25.
86
by industry managers regarding the lack of skills. However, this study un-covered that the
intervention program, as introduced by the university falls short in many ways of adequately
addressing the skills gap in general and also regarding critical thinking skills owing to:
 The intervention program being unstructured
 Critical thinking being a very abstract concept that cannot be tested – ordinarily
 The use of academic performance as the only yardstick for appointment
 Critical thinking abilities are not taken in cognizance nor tested during the recruitment
process
 Students expected to learn most work related traits unguided and unsupervised
 Students are placed to work in environments where staff members are not trainers of
critical thinking skills and they themselves may not be critical thinkers and they may
not be conversant with critical thinking attributes.
 No clear cut objectives as to the kind of skills are to be enhanced
 In addition to the above challenges, there are other challenges that can be linked to the
meta-cognition of the students themselves. Meta-cognition, in this instance refers to
thinking about thinking. The problems that students are likely to have in relation to
problem solving are:
 Poor comprehension of the concept
 Understanding the concept in a shallow manner
 Poor subject specific to a concept
 Poor abstract conceptualization
 Inability to make inferences
 Inability to make the correct assumptions
 Inability to identify a problem
 Inability to formulate a good strategy towards addressing the problem
 Poor presentation of the problem
87
 Inability to select the best solution to the problem at hand. 221
The value of our lives in its totality depend on the kind of decision we make all the time.
Based on the facts above it is evident that schooling of all levels must prepare students for
participation in society in a broader sense.222 For a properly developed critical thinking skills
enhancement program, it will be best to first
 Diagnose the levels of the student’s critical thinking, as this will be beneficial by
showing specific areas and strength.223
 Provide the students feedback of their critical thinking prowess. This tend to enhance
attempts towards improvement of skills
 Motivate students to be better critical thinkers.
5.6 RECOMMENDATION
The undertaking of the study was aimed at the outcomes of developing a best practice
intervention method on how to equip new graduates with relevant skills to function in the
knowledge economy with particular reference to critical thinking skills.
In introducing best practice, it is recommended that
 The roles and responsibilities of the role players, the university management, staff,
students and lecturers be clearly defined in a logical manner. This will ensure that at
the point of implementation the different role players are well positioned.
 The objectives and outcomes of such a program should be clearly set. This is for
guidance as what is to be achieved at the end of the program
 There should be clear guidelines pertaining to the nature and level of skills to be
enhanced. This is will ensure that the participants of the program will take part fully
aware of exact kind of skill they will be enhancing.
 Identify the linkages of certain clusters of skills to guide development and
221
Thomas A. 2011. How to increase higher‐order thinking. Centre for development and learning.
http:// www.cdl.org/resource‐library/articles/HOT.php=recent&id=yes
222
Ten Dam Geert & Volman Monique 2004. Critical thinking as a citizenship competence: Teaching
strategies. Learning Instructions 14: 359‐379.
223
Ennis RH. 1993. Critical thinking assessment. Theory in Practice32 (3): 179‐186.
88
enhancement.224
 Explore the integration of soft skills into the curricula taking into consideration the
pros and cons of such an intervention.. This will ensure that employers requirements
are addressed in the learning process of the learner and it should proceed in a well
organized manner for increased competence in the soft skills for potential
employment prospects.
 Psychometric testing to be introduced to identify strengths and weaknesses of

student’s interest, learning styles and aptitudes.
Influences
External Internal
Goals and Activities and Measurements and

objectives methods outcomes
Evaluation and Action
Figure 21. Integration of soft skills model
Students need to be taught how to seek, find, evaluate and synthesize information.225
224
(1): 1‐25.
225
Dagget Willard R. Jobs and the skills gap. International Centre for Leadership in Education. Rigor,
relevance, and relationship for all students.
89
They must learn the specific rules of logic.
The guidance and training to be conducted in class or a formal setup.
First level of skill implementation should be in such programs as introduced by TUT.
Mentors in the various service departments should be trained
They should be awareness of parameters on how to mentor the students
Periodic performance based assessment be conducted before and after the employment. To
ensure that skills have been enhanced in some way or the other, a formal assessment plan
needs to be developed and implemented for the program.226
The assessment should be an ongoing process that flows from the mission and vision of the
institution focuses on the specific skills as per the set objectives
Assessment procedures should be evaluated regularly for continuous program improvements.
To add to the list above it is imperative for students to be taught how to apply their
knowledge in real life situations and solve problems. Halpern227 agrees that critical thinking
instruction will continue to be an important component in college curricula, but cautions of
the problem in learning thinking skills because they are needed in multiple contexts and that
there are no obvious cues in the novel that can recall of the thinking skill because with
structure training, students are taught to create retrieval cues from the structural aspects of a
an argument or a problem.
A number of critical thinking tests that are available in the market (in case researchers do not
want to create their own tests) and can be useful in the assessment of student’s level of
critical thinking and are categorized into two. There are tests covering more than one aspect
of critical thinking and those that are covering only one aspect of critical thinking228 and they
are as follows:
The California Critical Thinking skills Test: College level by P Facione (1990)
Cornell Critical Thinking Skills Test Level X. By RH Ennis and J Millman (1985)
226
Beard D, Schwieger D & Surendran K. 2008. Integrating soft skills through university college and
programmatic efforts at an AACSB accredited Institution. Journal of Information Systems
Education 19 (2): 229‐240.
227
Halpern F. 1999. Teaching for critical thinking: Helping college students develop the skills and
dispositions of a critical thinker. New Directions for Teaching and Learning (80): 69‐74.
228
Ennis RH. 1993. Critical thinking assessment. Theory into Practice 32 (3): 179‐186.
90
Cornell Critical Thinking Test Level Z By RH Ennis and J Millman (1985)
The Ennis-Wier Critical Thinking Essay Test By RH Ennis E Wier (1985)
Judgement: Deductive Logic and assumption Recognition By E Shaffer and J Steiger

( 1971)
New Jersey Test of Reasoning Skill By V Shipman( 1983)
Ross Test of Higher Cognitive Processes By JD Ross and CM Ross (1976)
Test of Enquiry skills By BJ Fraser (1979)
Test of Inference Ability in Reading Comprehension By LM Phillips and C Patterson

(1987)
Watson-Glaser critical thinking Appraisal By g Watson and EM Glaser (1980)
Cornell Class Reasoning Test By RH Ennis et al (1964)
Cornell conditional Reasoning Test By RH Ennis et al (1964)
Logical Reasoning by A Hetzka (1955)
Test on appraising Observation by SP Norris and R king (1983)
Critical thinking skills will be demonstrated by the ability to draw a mental box around the
problem to be solved or issue at hand by reasonably reflecting about what to do or believe.
 Judge the credibility of the sources and to make a good judgement
 Identify conclusions, reasons and assumptions
 Judge the quality of an argument
 Develop and defend a position on an issue or problem
 Ask relevant questions for clarification
 Define term in away appropriate for the context
 Be open minded
 Keep well informed
 The ability to evaluate the quality of the presented information
91
 Draw conclusions with the necessary caution.229
The researcher acknowledges that during the course of the activities taking place when
students are appointed to work in the Libraries, it is an environment where transfer of skills
can take place. However, this does not nullify the beckoning need for a meaningful structured
intervention. It remains vital to re-direct the perceptions of these young graduates regarding
programs by stressing the need for skills transfer and acquisition.
5.7 CONCLUSION
The need to address the skills gap is a reality that cannot be wished away. The
recommendations’ above cannot be viewed as cast-in-stone in terms of addressing the
existing skills gap. It should be borne in mind that addressing this issue should be an ongoing
process of learning in organizations that requires a multi-pronged approach.
It is acknowledged that even with unstructured skill enhancement programs, skills transfer
still takes place. According to data presented in this study and with reference to enhancing
critical thinking skills, there is a beckoning need for a meaningful structured intervention that
will encompass the recommendations as set out in 5.5. The students’ perception regarding
critical thinking skills needs to be redirected and that whenever students apply for these jobs
at service units of institutions they are fully aware of the kind of skills they will enhance and
they will be informed as to the level of their skills based on the performance management
system that will be in place.
The transition to the workplace from higher education institution requires the individual’s
ability to be reflective.230 The poor performance of the students as per this study above, leads
to the conclusion that systematic thinking should be more emphasized in formal education.
There is a great need to develop metacognitive skills within the curricula.231 There is a
number of research works that have been done on the working experiences of graduates
during the immediate years of employment after graduation including the one by
Wacramasinghe and Perera232 in Jusoh233 et al that many of these studies concluded that the
229
Ennis RH. 1993. Critical thinking assessment. Theory into Practice32 (3): 179‐186.
230
Heyler R. 2011. Aligning higher education with the world of work. Higher Education Skills and
Work‐based Learning 1 (2): 95‐105.
231
Holvikivi J. 2007. Logical reasoning ability in engineering students: A case study. 50 (4) IEEE
Transactions on Education.
232
Wicramasinghe V & Perera L. 2010. Graduates’, university lecturers’ and employers’ perception
92
graduates experiences at work do not live up to expectations and that the transition to the
world of work is very often traumatic and stressful which tend to create inefficiencies for the
organization.
Facione234 argues that any college or institution that trains people for entry level jobs and not
train them in valid general education and provide no grounding on how to learn to think does
a grave disservice to those graduates and its nation. There is no nation that can afford to
develop only a few elite who can think who will then be trusted to make all decisions while
the rest are trained to perform mindless jobs.
The advent of the knowledge economy dictates that societies must organize themselves for
thinking. This is an issue for providers of graduate education lecturers, curriculum
developers, and also an issue for those who are the prime beneficiaries, the graduates and the
secondary beneficiary the employers235. This should be an inclusive partnership of all
relevant stakeholders. This should be coupled with the individual’s ability to be reflective
upon transition from a higher education institution to the world of work236. It is evident that
as the knowledge gap between skills and jobs becomes more and more understood,
Education, business and government will have to beef-up their relationship and work together
to eliminate the level of skill variance237. Work-based learning programs will have to be
constructed to further advance this cause. The practical implication here, is that in a
knowledge economy, is that the knowledge worker is forced to function in an environment
that is characterised by high level of complexity, increased exposure to a variety of
information sources, time and emotional pressure, problem solving and multitasking and all
this leading to cognitive overload.238 The only ramification is when workers have been
233
Jusoh M, Simun M & Choy Chong S. 2011. Expectation gaps, job satisfaction and organizational
commitment of fresh graduates: Roles of graduates, higher learning institutions and employers.
Education and Training 53 (60): 515‐530.
234
Facione PA et al. 1995. The disposition of critical thinking. Journal of General Education 44 (1): 1‐
25.
235
Cox S & King D. 2006. Skills sets: An approach to embed employability in course design. Education
and Training 48 (4): 262‐274.
236
Heyler R. 2011. Aligning higher education with the world of work. Higher Education Skills and
Work‐based Learning 1 (2): 95‐105.
237
Smith S. 2002. The skill building challenge: Preparing a bridge for workforce skills gap. Meeting
the demand teaching soft skills.
238
Amadi‐Echendu JE. 2007. Thinking styles of technical knowledge workers in the systems of
innovation paradigm. Technological Forecasting and Social Change 74 (8): 1204‐1214.
93
trained well and they should have an excellent understanding to adapt better in an
environment that requires immense information processing.
94
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CRITICAL THINKING SKILLS

AND THE WORKPLACE -

Rirhandzu Sharon Mhinga

Thesis presented in fulfilment of the requirements for the degree of

Supervisor: Prof. J. Kinghorn

Date: 17 FEBRUARY 2013

Copyright © 201 Stellenbosch University

All rights reserved

Hoofstuk 1 dek die agtergrond, probleemstelling en ‘n kort oorsig oor die

Hoofstuk 2 handel oor kernkonsepte, naamlik “kritiese denkvaardighede”, die kennis-

Hoofstuk 4 bied ‘n ontleding aan van die data.

Die laaste hoofstuk bespreek die resultate en hulle implikasies.

Chapter 1: Background and Research Objectives

Chapter 2: Critical thinking and Employability Skills

Chapter 3: The Case Study

Chapter 4: Presentation and Discussion of the Findings

Chapter 5: Aspects of the Skills Gap

To my sister Phelile for setting the pace … thank you so much.

LIST OF FIGURES / TABLES/ ABBREVIATIONS

Figure 1 Relations between variables

Table 1 Bloom’s Taxonomy

 identify and challenge assumptions;

1.2 CRITICAL SKILLS VERSUS EXPECTATIONS IN THE WORKPLACE

Figure 6. Skills in highest demand for all occupations33

1.3 THE RESEARCH QUESTION

1.4 RESEARCH DESIGN

1.5 DELIMITING THE STUDY

1.6 THESIS LAYOUT

Chapter 1: Background and Research Objectives

Chapter 2: Critical thinking and Employability Skills

Chapter 3: The Case Study

Chapter 4: Presentation and Discussion of the Findings

Chapter 5: Aspects of the Skills Gap

To address the prevailing situation, it is of fundamental importance to explore the role of

Figure 1. Relations between variables

2.2 THE KNOWLEDGE ECONOMY

knowledge economy.49 The Organization for Economic Co-operation and Development

As difficult, if not impossible, as it may seem to define knowledge, it is possible to define a

order to enhance their competitive edge. Therefore, in a knowledge-based economy, the

2.3 KEY CHARACTERISTICS OF THE KNOWLEDGE ECONOMY

2.3.1 The knowledge worker

skills.62 A knowledge worker operates and functions in an environment that is characterized

 the growing importance of knowledge as an input into the economy

2.3.2. Explicit knowledge

2.3.3 Tacit knowledge

Figure 2. A map of key facets of knowledge75

liberty to make predictions about particular matters.76

2.4 CRITICAL THINKING SKILLS

2.4.1 Defining critical thinking skills

It is an intellectually disciplined process of actively and skilfully conceptualizing, applying,

 Identifying other people’s positions and arguments and conclusions

2.4.2 Critical thinking as a generic skill

2.4.3 Critical thinking as a component of life‐long skills

According to Epstein,92 critical thinking is an evaluation whether we should be convinced

Cognitive Skills Affective skills Psychomotor skills

 Synthesis  Internalizing values  Adaptation

 Analysis  Organizing  Complex overt

Table 1. Bloom’s Taxonomy94

The development of communication tends to lead to a shared approach in developing

2.5 DEFINING “SKILLS”

Copyright © 201 Stellenbosch University