Developing reflection and critical thinking in a leadership education course: leading learning and change
研究在研究生教育领导力课程中通过支架式学习促进反思和批判性思维，特别关注国际学生的适应挑战，发现早期反思实践能提升学生参与度和学业成绩。
In higher education learning environments, critical thinking is often an assumed skill; however, many students require explicit support to effectively achieve in this area. This research focuses on the application of scaffolded learning experiences to promote reflection and critical thinking in a post-graduate educational leadership course. It particularly recognises the unique challenges for international students, managing their transition into a culturally different learning environment while meeting the academic and critical thinking demands of higher education. This research draws on two main data sources: student survey responses regarding reflections on the concept of leadership and researcher reflections on student engagement and critical thinking. Descriptive analysis provided profiles of the student cohort and their views on leadership. Three themes emerged from the analysis of open-ended responses regarding views on leadership: diverse understandings of leadership; the importance of leadership actions for change; and evaluating leadership – self and others. Reflections from one researcher on the conduct of the course and student work provided a link between the initial design and student outcomes. Two levels of positive outcomes were found. Firstly, a greater level of early engagement in course learning activities was observed which continued across the course. Secondly, students’ learning and achievement were greater than a previous cohort implying the benefits of early modelling of reflective practices to scaffold students’ critical thinking. Importantly, stronger tutorial engagement supporting critical reflections is likely to translate to other post-graduate studies. Recommendations for further research on students’ engagement and critical thinking are proposed.