critical thinking postgraduate study

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Critical thinking

Advice and resources on critical thinking.

Advice and resources to help you develop your critical voice.

Developing critical thinking skills is essential to your success at University and beyond. We all need to be critical thinkers to help us navigate our way through an information-rich world. 

Why is critical thinking important?

It affects your academic success : if you want to achieve higher grades, being able to take an informed and analytical approach to your studies is very important. Simply memorising and explaining concepts and ideas will not be sufficient for a strong pass at postgraduate level: you will need to be able to demonstrate sufficient knowledge of your subject to articulate your own views or conclusions, supported by appropriate evidence.

It affects your employability : one of the main reasons students undertake postgraduate study is to improve their employment prospects. Many aspects of work (including strategic planning, trouble shooting, problem solving and critical evaluation of projects and processes) require higher-level thinking and reasoning skills, and prospective employers will want to see evidence of these skills.

Whatever your discipline, you will engage with a wide variety of sources of information and evidence. You will develop the skills to make judgements about this evidence to form your own views and to present your views clearly.

One of the most common types of feedback received by students is that their work is ‘too descriptive’. This usually means that they have just stated what others have said and have not reflected critically on the material. They have not evaluated the evidence and constructed an argument.

What is critical thinking?

Critical thinking is the art of making clear, reasoned judgements based on interpreting, understanding, applying and synthesising evidence gathered from observation, reading and experimentation. Burns, T., & Sinfield, S. (2016) Essential Study Skills: The Complete Guide to Success at University (4th ed.) London: SAGE, p94.

Being critical does not just mean finding fault. It means assessing evidence from a variety of sources and making reasoned conclusions.  As a result of your analysis you may decide that a particular piece of evidence is not robust, or that you disagree with the conclusion, but you should be able to state why you have come to this view and incorporate this into a bigger picture of the literature.

Being critical goes beyond describing what you have heard in lectures or what you have read. It involves synthesising, analysing and evaluating what you have learned to develop your own argument or position.

Critical thinking is important in all subjects and disciplines – in science and engineering, as well as the arts and humanities. The types of evidence used to develop arguments may be very different but the processes and techniques are similar. Critical thinking is required for both undergraduate and postgraduate levels of study.

What, where, when, who, why, how?

Purposeful reading can help with critical thinking because it encourages you to read actively rather than passively. When you read, ask yourself questions about what you are reading and make notes to record your views. Ask questions like:

• What is the main point of this paper/ article/ paragraph/ report/ blog?
• Who wrote it?
• Why was it written?
• When was it written?
• Has the context changed since it was written?
• Is the evidence presented robust?
• How did the authors come to their conclusions?
• Do you agree with the conclusions?
• What does this add to our knowledge?
• Why is it useful?

Our web page covering ‘Reading at university’ includes a handout to help you develop your own critical reading form and a suggested reading notes record sheet. These resources will help you record your thoughts after you read, which will help you to construct your argument. 

Reading at university - find out more

Developing an argument

Being a university student is about learning how to think, not what to think.  Critical thinking shapes your own values and attitudes through a process of deliberating, debating and persuasion.  Through developing your critical thinking you can move on from simply disagreeing to constructively assessing alternatives by building on doubts.

There are several key stages involved in developing your ideas and constructing an argument. You might like to use a form to help you think about the features of critical thinking and to break down the stages of developing your argument.

Features of critical thinking   (pdf)

Features of critical thinking (Word rtf)

Our webpage on Academic writing includes a useful handout ‘Building an argument as you go’.

Academic writing

You should also consider the language you will use to introduce a range of viewpoints and to evaluate the various sources of evidence. This will help your reader to follow your argument. To get you started, the University of Manchester's Academic Phrasebank has a useful section on Being Critical. 

Academic Phrasebank

Developing your critical thinking

Set yourself some tasks to help develop your critical thinking skills. Discuss material presented in lectures or from resource lists with your peers. Set up a critical reading group or use an online discussion forum.  Think about a point you would like to make during discussions in tutorials and be prepared to back up your argument with evidence.

For more suggestions:

Developing your critical thinking - ideas   (pdf)

Developing your critical thinking - ideas (Word rtf)

Published guides

For further advice and more detailed resources please see the CriticalThinking section of IAD 's list of published Study skills guides.

Study skills guides   

University of Tasmania, Australia

Courses & units, critical thinking for postgraduate studies xpd503, introduction.

The aim of this unit is to help you understand critical thinking as a ‘habit of mind’ and to develop and apply advanced critical thinking knowledge and skills to complex issues meeting the academic requirements of postgraduate studies. The Unit establishes the grounds for thinking critically and exploring what contextual thinking means; and it (ii) encourages you to think about and discuss concepts and ideas in a critical fashion, which includes demonstrating appreciation of the times and places in which those concepts and ideas originated, what their purpose was, and how subsequently they have been and are employed. This unit will also develop your skills in working independently and collaboratively and with well-developed judgements through the application of advanced academic knowledge and skills to authentic, complex and higher-level topics.

Unit name	Critical Thinking for Postgraduate Studies
Unit code	XPD503
Credit points	12.5
College/School	Academic Division DVC - Education
Discipline	University Pathways
Coordinator	Victor Corpuz
Delivered By	Third Party(ies): UP Education
Postgraduate

Availability

Location	Study period	Attendance options		Available to
Hobart	IPC Semester 2
Hobart	IPC Semester 3

Study Period	Start date	Census date	WW date	End date
IPC Semester 2	24/6/2024	15/7/2024	5/8/2024	13/9/2024
IPC Semester 3	14/10/2024	4/11/2024	6/12/2024	24/1/2025

* The Final WW Date is the final date from which you can withdraw from the unit without academic penalty, however you will still incur a financial liability (refer to How do I withdraw from a unit? for more information).

Unit census dates currently displaying for 2024 are indicative and subject to change. Finalised census dates for 2024 will be available from the 1st October 2023. Note census date cutoff is 11.59pm AEST (AEDT during October to March).

About Census Dates

Learning Outcomes

• Discuss and evaluate the significance of critical and contextual thinking for postgraduate level studies, reflecting on own strengths, weaknesses and approaches to critical thinking;
• Apply advanced knowledge and skills in critical thinking to postgraduate level studies;
• Develop advanced skills in critically considering and analyzing high level and complex issues/problems;
• Generate sophisticated conclusions and solutions taking into account alternatives and different perspectives.

Fee Information

Field of Education	Commencing Student Contribution	Grandfathered Student Contribution	Approved Pathway Course Student Contribution	Domestic Full Fee
091501	$555.00	$555.00	not applicable	$1,906.00

1 Please refer to more information on student contribution amounts . 2 Please refer to more information on eligibility and Approved Pathway courses . 3 Please refer to more information on eligibility for HECS-HELP . 4 Please refer to more information on eligibility for FEE-HELP .

If you have any questions in relation to the fees, please contact UConnect or more information is available on StudyAssist .

Please note: international students should refer to What is an indicative Fee? to get an indicative course cost.

Assessment	Formulate an Issue for Academic Enquiry (15%)|Review Report of a Published Academic Research Article (20%)|Research Report Part 1 (25%)|Research Report Part 2 (40%)
Timetable	|

-->

Required	Required readings will be listed in the unit outline prior to the start of classes.

The University reserves the right to amend or remove courses and unit availabilities, as appropriate.

Imperial College London Imperial College London

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Critical Thinking

Key information.

Tutor:  Dr Elena Forasacco Course Level:  Level 1 Mode of Delivery:  Remote Delivery Maximum Course Capacity:  40

There are no further sessions taking place this academic year. Course dates for 2024-25 will be available to book from late September.

Critical thinking involves a wide range of competencies and attitudes including being analytical and evaluative. In this blended course you will identify and discuss strategies to enhance your critical thinking, critical reading and critical writing.

Course Information

This blended course has mandatory pre-course activities to complete in your own time and course activities to engage with during the live session.

Pre-course activities  (duration about 1h) will prepare you for the live session: you will have 2 short  videos  to watch, which will provide you with some reflective strategies to enhance your critical thinking, critical reading and critical writing. You will also need to critically analyse  a piece of writing  and write a  short critical summary  (max 300 words).

During the  live session  you will discuss strategies to be critical with other students and you will work in small groups to discuss your short summary.

• This course contains basics concepts about critical thinking, critical reading and critical writing.
• The deadline for registration is two weeks before the live course to allow the completion of pre-course activities.
• You will need to complete and share pre-course activities by 17h the day before the live session (you will receive details from the tutor by   email).

Learning Outcomes

On completion of this blended course you will be better able to:

• Define  the meaning of “critical thinking”
• Identify  techniques to critique when reading
• Employ  strategies to demonstrate critique when writing 
• Evaluate  your work through self-critique

How to Book

Please select a date and  book on via Inkpath  using your Imperial Single-Sign-On.   Bookings will close two weeks before each live session.

Student Learning

Critical thinking.

Critical thinking is an important everyday skill. It is even more important at postgraduate level.

Critical thinking involves interpreting the viewpoints of others, as well as being able to express your own opinion. Agoos (2016), in the TED-Ed video below describes a five-step process:

• Formulate your question
• Gather your information
• Apply the information
• Consider the implications
• Explore the other points of view.

Student Learning offers a three-week practical workshop for postgraduate students. You will need to register for this.

If you miss these workshops have look at our handout on how to Write a Critique pdf 488KB .

You can also make a one-to-one appointment with the Postgraduate Learning Adviser to discuss ways to develop your critical thinking skills.

• pdf 234.3KB Writing a critique

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Postgraduate Courses in Critical Thinking - 84 Courses

University of aberdeen school of divinity, history, philosophy and art history.

• Philosophy and Society (Online) MLitt
• Theology MTh
• Theology and Disability (Online) MTh

University of Aberdeen School of Education

• Person-Centred Counselling MSc

University of Aberdeen School of Law

• Criminal Justice LLM
• Natural Resources Law LLM
• Public International Law LLM

University of Aberdeen School of Social Science

• International Relations and International Law MSc
• Peace and Conflict Studies MSc
• Strategic Studies MSc
• Strategic Studies and Energy Security MSc
• Strategic Studies and International Law MSc

University of East London School of Education and Communities (EDUCOM)

• International Relations MSc

University of East London School of Social Sciences

• NGO and Development Management MSc

Goldsmiths, University of London English and Creative Writing

• Literary and Critical Theory Doctor of Philosophy - PhD Master of Philosophy - MPhil

Keele University School of Politics, Philosophy, International Relations and Environment

• Philosophy Master of Research - MRes

Keele University School of Social, Political and Global Studies

Kingston university performance and screen studies.

• Film Making MA

Liverpool Hope University Department of Disability and Education

• Disability Studies MA

Liverpool Hope University Department of Education Studies

• Early Childhood (Interdisciplinary Studies) MA
• Education MA
• Education (Interdisciplinary Studies) MA
• Education Leadership & Management Postgraduate Certificate - PgCert
• Education Leadership & Management (online) Postgraduate Certificate - PgCert
• Education Leadership and Management (Interdisciplinary Studies) MA
• Pedagogy (Interdisciplinary Studies) MA
• Special Educational Needs (Interdisciplinary Studies) MA

Liverpool Hope University Department of History and Politics

• Politics & International Relations MA

Manchester Metropolitan University Politics, Philosophy and Public Services

• Philosophy MA

University of the Arts London London College of Communication, University of the Arts London

• Design Management MA
• Interaction Design MA

University of Wolverhampton Institute of Health

• Physiotherapy MSc

University of Wolverhampton School of Education

• Access, Outreach and Social Mobility Postgraduate Certificate - PgCert

University of Wolverhampton School of Nursing

• Adult Critical Care Nursing Postgraduate Certificate - PgCert
• Mental Health Nursing Master of Nursing - MN

University of Wolverhampton School of Psychology

• Integrative Counselling & Psychotherapy MSc

University of Wolverhampton School of Social Sciences and Humanities

• Comparative Criminology MA

University of Wolverhampton Wolverhampton Business School

• Leadership Postgraduate Certificate - PgCert

Architectural Association School of Architecture Graduate School

• History and Critical Thinking in Architecture MA

Cardiff Metropolitan University Cardiff School of Art and Design

• Creative Enterprise and Innovation MA Postgraduate Certificate - PgCert Postgraduate Diploma - PgDip

Cardiff Metropolitan University Cardiff School of Management

• Business Administration (Advanced Entry) MBA

Cardiff Metropolitan University Department of Humanities

• Creative Writing MA Postgraduate Certificate - PgCert Postgraduate Diploma - PgDip

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The power of critical thinking in the modern graduate

“Economists who have studied the relationship between education and economic growth confirm what common sense suggests: the number of college degrees is not nearly as important as how well students develop cognitive skills, such as critical thinking and problem-solving ability.” – Derek Bok

In today’s fast-paced business environment, paper qualifications are simply not enough. Employers are looking for something extra because the problems they face demand it. That’s why the need for “critical thinking” skills appear so often, everywhere from job advertisements to business conferences to global forums. But what is critical thinking and why is it so indispensable today?

There are many definitions of “critical thinking”, but simply put, it is a process through which problems are identified and analysed so they may be solved in an effective and efficient manner. It means re-evaluating conventional and existing approaches to problems, seeing if they make sense, and applying changes if necessary. It’s the idea that problems are insurmountable only if we fail to think outside of the box.

Pic: University of Western Australia

Critical thinking can be broken into six stages. The first stage is to observe . This involves determining what information is available, and through what means. Then information is gathered for the next stage – analyse . That’s when you arrange the information into digestible themes and arguments.

Next, you evaluate what you have – you separate fact from opinion, and you decide what’s important and what’s not. After all, information is useless if you don’t establish some priorities – first and foremost, ask yourself if what you’ve gathered answers your core question. For example, how can I reduce costs without harming productivity?

Following this, you question your assumptions – are there better alternatives to your approach or better explanations of the issue? Be sure to contextualize the information you’re dealing with, considering everything from culture to politics and ethics. For example, if you’re launching a marketing campaign, have you considered how locals would react to a translated slogan or catch phrase? Finally, you come to the reflection stage – that’s when you put your plan to the test, making changes and learning as you take stock of the outcome.

But critical thinking is more than just a theoretical concept. It can be the difference between a stagnant career and a fruitful professional life. Because so many people have bachelor’s and master’s degrees these days, displaying a strong streak in critical thinking will allow you to stand out from your peers. Showing that you’ve solved problems for previous employers strengthens your hand when applying for new jobs. Suggesting opportunities and solutions to your boss will help when negotiating for higher pay.

Pic: University of Auckland

These days, giving presentations and selling ideas to clients and bosses are not infrequent duties, but part of the job description. While those may be intimidating activities, those with the ability to think critically should be able to undertake them with ease. That person will be able to field difficult questions from clients and superiors, and converse intelligently with them, lessening any chance of embarrassment and making strong, positive impressions on the people that really matter in your career.

Because the business environment is frequently fluid and decisions must be made quickly, critical thinking is essential in avoiding costly mistakes and groupthink. One must be able to consider every aspect of a business plan, marketing campaign, or research project, and plan for contingencies. As it is often said, if you fail to plan, you plan to fail. Things don’t always go according to plan, but if you’re able to quickly pivot away from disaster, you’ll always be valued by employers.

Critical thinking is also the key driver behind all innovation, and is extremely useful when confronting the two great monsters that plague every decision-maker in every industry – costs and time. If you can find a way to achieve objectives even while using less resources and/or time, you’ll be the darling of every manager and client you meet. But you won’t get there unless you think differently and think critically – unless you consider all the alternatives no matter improbable.

Pic: Hong Kong Polytechnic University

Because of all the reasons listed above, universities have poured much time and effort into incorporating critical thinking lessons into their curricula. While traditionally associated with the humanities and social sciences, critical thinking is now a cornerstone of most academic programs – whether undergraduate or postgraduate – from business to marketing to engineering.

Read on to find out more about 10 universities that prioritize instilling the power of critical thinking in their graduates:

UNIVERSITY OF WESTERN AUSTRALIA – AUSTRALIA The University of Western Australia (UWA) is what you get when you merge top-tier academics and a supportive environment which emphasizes critical thinking as well as personal growth. A proud member of the Group of Eight, which consists of Australia’s most respected universities, UWA’s academic prestige has been repeatedly recognized by independent organizations. For example, QS World University Rankings 2015/16 named it among the top 100 universities in the world.

As a research-intensive institution, UWA has shown exceptional affinity with the Arts , and it has been rated with 5 Stars for teaching quality and overall satisfaction by The Good Universities Guide 2016 for Humanities and Social Sciences. They have also ranked between 51 – 100 in the QS Rankings for Anthropology, Archaeology, English Language And Literature And Performing Arts.

The Faculty of Arts has an inspiring history of highly successful graduates and outstanding research results, which have made a valuable contribution to Western Australia, Australia and internationally. They have more than 3000 students studying a range of undergraduate and postgraduate courses through the School of Humanities, Music and Social Sciences. The Faculty provides a culture of international excellence in research, teaching and learning.

THE HONG KONG POLYTECHNIC UNIVERSITY – HONG KONG The Hong Kong Polytechnic University places a strong emphasis on opening the minds of its students. Its highly regarded Faculty of Humanities specializes in offering a broad array of language and cultural programs including the Bachelor of Arts (Hons) in Chinese and Bilingual Studies , and the Bachelor of Arts (Hons) in English Studies for the Professions . Through these programs and more, students will have the opportunity to immerse themselves in different languages and cultures while utilizing their critical thinking skills in intercultural and corporate contexts.

Advanced students may also pursue their PhD studies (via the Hong Kong PhD Fellowship Scheme ) as well as a professional doctoral program, namely the Doctor of Applied Language Sciences . Furthermore, students are able to explore the Chinese culture, history and philosophy through other postgraduate programs in its Department of Chinese Culture, allowing them to enhance their critical thinking with a strong, cultural dimension.

UNIVERSITY OF AUCKLAND – NEW ZEALAND The University of Auckland holds the distinction of being the highest ranked university in New Zealand – 82nd in the QS World University Rankings 2015/16. With a student population of 42,000 – including 6,000 international students from over 110 countries – it is also the largest. Offering more than 130 postgraduate programmes across eight faculties and two large-scale research institutes, it is easily New Zealand’s most comprehensive institution of higher learning. While students are free to choose from a vast array of course offerings, the university particularly excels at teaching accounting and finance, education, psychology, law, and English language and literature.

JOHNS HOPKINS UNIVERSITY – UNITED STATES The Johns Hopkins University (JHU) is undoubtedly one of the United States’ best universities, consistently appearing near the top of the major rankings – 16th in the QS World University Rankings 2015/16. As America’s first research university , it has a long and rich history in encouraging critical thought and pioneering innovation. It is no surprise that it has attracted the best and the brightest – 36 Hopkins researchers in the past and present have earned Nobel Prizes. The university’s medical and nursing schools are particularly well regarded, as its affiliated teaching hospital, which is one of the best known hospitals in the country.

UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL – UNITED STATES The University of North Carolina at Chapel Hill (UNC) is one of the finest public universities in the United States – the U.S. News & World Report ranked it 5th among public schools in the country. Founded in 1789, the university is famous for being a ‘Public Ivy’ school, offering an Ivy League academic environment for a public schooling price. Spanning 14 schools and the College of Arts and Sciences, UNC offers outstanding teaching and research based on critical and creative thinking. As one of the country’s premier schools, it is well-respected for its studies in public health , business , and journalism .

UNIVERSITY OF WARWICK – UNITED KINGDOM The University of Warwick is among the most prestigious and highly selective universities in the world. Multiple rankings place it within the top 10 best universities in the U.K. – typically 6th or 7th place. Due to this, Warwick graduates are always in demand with employers, and they do well both in industry and academia. Located in Coventry, England, the university is renowned for its outstanding aptitude for research and innovation – the perfect breeding ground for critical thinking. The university is also famously diverse – about a third of its 23,000-strong student body come from abroad, representing more than 120 countries.

Pic: University of Warwick

UNIVERSITY OF EDINBURGH – UNITED KINGDOM Being the sixth oldest university in the English-speaking world, the University of Edinburgh has a long and illustrious history which spans centuries. Founded in 1582, it consistently ranks among the world’s and the United Kingdom’s top universities – 21st in the QS World University Rankings 2015/16. It is a member of the Russell Group of universities – a distinction it shares with its cousins Cambridge and Oxford. Edinburgh has received plaudits for the research done by its cutting-edge Computer Science and Informatics department. Also, world-class teaching in the arts and humanities have solidified the university’s a reputation as a center of critical thinking.

NANYANG TECHNOLOGICAL UNIVERSITY – SINGAPORE Students looking for top-notch education in Asia should look no further than the Nanyang Technological University (NTU). Young by global standards, the university consistently punches above its weight – 13th in the QS World University Rankings 2015/16 and 2nd best in Asia by the same ranking. Adhering to rigorous academic standards and drawing expert-level staff from 80 countries, NTU is famous for producing quality, world-class graduates in engineering, business, science, the arts and humanities, and the social sciences. NTU is particularly known for its business school ( The Nanyang Business School ) which has been consistently ranked as the best in Singapore by the Economist.

UNIVERSITY OF SYDNEY – AUSTRALIA The University of Sydney is Australia’s first university and unsurprisingly still among its most prestigious. It is ranked 45th in the QS World University Rankings 2015/16, its academic prowess led by its outstanding performance in the arts and humanities . The university also produces top graduates in the fields of Life Sciences and Medicine as well as Social Sciences and Management. Sydney boasts a total of 16 faculties, running the gamut of fields from agriculture to engineering to law to music. The university is also the site of intense and never-ending research, putting critical thinking and innovation at the forefront of their efforts.

Pic: University of Melbourne

UNIVERSITY OF MELBOURNE – AUSTRALIA The University of Melbourne is one of Australia’s best universities, or simply the best by at least one measure – the Times Higher Education World University Rankings 2015-2016 ranked it the top university the country. Located in cosmopolitan Melbourne, it is Australia’s second oldest university, having being founded in 1853. Over the years, it has grown into a bustling institution of learning and research, with over 47,000 students and 22 discipline-specific faculties. Its education , law , and business programs are long recognized as among the finest in the world. The university’s prestige has not gone unnoticed by employers – the university is ranked 18th in the world for graduate employability by the QS World University Rankings 2015/16.

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Critical thinking and writing

Information about the importance of critical thinking in your academic work.

Critical thinking in study

Whatever you’re studying, it’s likely that you’ll be asked to use and demonstrate critical thinking. This term covers a range of things across different subjects, but, in essence, it means a willingness to ask questions.

"Why has this experiment turned out the way it has?" "How might the design of this product be improved?" "What influenced this author's opinion?" 

When you think critically:

• you don't just accept information or situations that are given to you
• you try to understand why they are the way they are
• you ask what other possibilities exist, and what you might be able to do about them

Thinking critically is the pumping heart of academic work, keeping the whole business alive. If we aren't prepared to think critically about the world around us, who will?

Critical thinking is also an everyday skill that we need to navigate the world around us, from advertising to politics and fake news.

Like many core skills, thinking critically in an academic environment will build on our existing capabilities but it should also stretch them.

Just like physical exercise, there's an element of necessary discomfort in this. However, the outcome will ultimately be positive, and you should leave university with a wider range of tools for thinking – and acting – critically.

301 Recommends: Critical Reading and Writing Digital Workshop

Our Critical Thinking workshop outlines what is meant by critical thinking, and why it is a vital skill to develop. You will take part in small group activities, to test and develop your critical thinking and analytical skills. This session will help you to apply critical thinking to your written academic work, but also recognise that it is a useful skill beyond your studies.

Our  Critical Reading and Writing interactive digital workshop  will introduce some of the key principles of critical reading and writing and suggest a number of strategies that you can apply to your academic work. 

Bloom's taxonomy

The model of Bloom's taxonomy ( view on google slides here ) represents a hierarchy of learning that is used to develop learning activities, assessment and marking criteria.

All levels of the Bloom model are important to demonstrate in your work: from a strong foundation based on understanding and applying the right facts, knowledge and information through balanced analysis and evaluation and a peak comprised of your own original interpretation and thinking.

Making sure you engage with all levels of the model including the higher critical skills of analysing, evaluating and creating is essential to work towards achieving higher grades on your course. 

Our short video on the Bloom taxonomy  explains the thinking behind the model, how it applies to university assessment and how you can use it to help develop your own analytical skills. 

Critical analysis in practice 

A paragraph or section of critical analysis will demonstrate not only that you have read one or more sources, but also that you understand what the implications of the sources are for your own work.

It is likely to involve the following stages, organised within a single paragraph or across multiple paragraphs in a longer section of analysis:

Describe the evidence: what does the source tell us?  If you agree with it, use strong reporting language (Jones et al demonstrate, Jones et al identify). If not, show your scepticism with weak reporting language (Jones et al argue, Jones et al claim)

Identify limitations or gaps:  Is the research robust? What limitations have the authors themselves identified? Does other research help to fill in the gaps?

Highlight alternatives: Are there other possible interpretations? Does other research contradict the findings? Has there been a chronological development of the field (ie have views changed over time?)

Synthesise sources to show your interpretation:  Can you summarise your position based on the process you have followed above? What does this mean for your argument or hypothesis?

Download this  Critical analysis framework (PDF, 52.6KB)  to help structure your analysis of multiple sources according to these stages. 

From description to analysis

You might read about the need to demonstrate critical thinking, writing or analysis in your academic feedback, but remain unsure as to how to make the change from description to critical analysis.

Some description is usually necessary to set the scene in each paragraph, but you need to make sure that you aren't just telling the story of other people's findings and theories.

Things that you could express in your writing include considering the below questions:

Is this research or evidence credible?

How could it be improved?

Have other people made opposing claims?

How does it relate to the other evidence in your argument?

Here are some examples illustrating the differences between descriptive and critical analytical writing.

Descriptive vs. critical writing

Descriptive writing	Analytical writing
states what happened, when it happened and how it happened	identifies the significance of something that happened
states what something is like	evaluates its strengths and weaknesses
states the order in which things happened	structures information in order of importance
explains what a theory says	discusses the importance, failings or relevance of a theory in relation to a topic
explains how something works	indicates why something will work (best)

Adapted from: Cottrell, S, (2008) The Study Skills Handbook, Hampshire: Palgrave Macmillan, p286.

Have a go at identifying how descriptive or critical you have been in your own writing. Have a look at the  Descriptive or critical writing (PDF, 416KB)  template and use it to explore an example of your work – have you found the right balance of description and critical analysis?

Socratic questioning

Socratic questioning is a rigorous evaluation technique that can be used to test claims and assumptions. It is named after the Ancient Greek philosopher  Socrates , who encouraged his students to reach their own conclusions by questioning and examining ideas, rather than accepting ideas and information at face value. 

Socrates was sentenced to death by drinking the poison hemlock for daring to challenge the authority of the Athenian state, or in the words of his disciple Plato, for "not believing in the gods of the state".

His legacy is an approach that foregrounds the importance of seeking evidence before making assumptions and being willing to question authority. 

Types of Socratic question

There are six categories of Socratic questions set out below, with prompts on how you might apply these to your own evaluation of sources and evidence. 

• How does this relate to the topic?
• What else do you need to find out about the topic?
• What is the claim based on?
• Can the claim be checked or verified elsewhere?
• What is the evidence or proof?
• What examples are provided?
• Are the evidence and examples valid, reliable and sufficient?
• What are the alternative views or opinions?
• What are the strengths and weaknesses of the claim?
• What might this mean in practice?
• What are the likely consequences?
• Why is the question important?
• What other questions might also be relevant?

So how might I use this in my writing?

Each time you locate and read a source, these questions will help you to interpret it and evaluate its strengths and weaknesses.

It is your role, as a critical writer, to report on the evidence accurately in your writing. Some of the following phrases taken from Manchester University's  Academic phrasebank  might help:

Previous studies have not dealt with…

The research to date has tended to focus on…

The research does not take into account…

The main weakness of the study is…

The main limitation of this argument is…

The study overlooks…

301 Recommends: Academic Phrasebank

The University of Manchester Academic Phrasebank is the output of a project that examined published academic writing from across disciplines and areas of study and broke it down into the most commonly used phrases.

Visit the  Academic phrasebank  to get some ideas on how to organise and structure your critical writing.

Legitimation Code Theory

Critical reading and writing are important skills to help you draw out key information from a text and use it critically in your own writing.  Legitimation Code Theory (LCT)  is a useful way to think about the process in a visual way.

What is LCT?

LCT is a theory that can be applied to a wide range of academic situations and uses what is known as a semantic wave.

It represents the different stages of understanding and applying academic sources of information, as well as how you then apply these sources to your own academic work.

It is useful for helping to visualise the critical reading of a text, as well as for structuring essay paragraphs.

This involves taking an academic text, being able to identify the important points, and transferring this into more accessible language. This encompasses the below:

Description:  How you would describe what you have read or are writing about to demonstrate that you understand?

Evidence:  What evidence or examples could be used in support of the description? This shows you understand the context.

By the end of the unpacking section, you should have reached the bottom of the semantic wave.

This is where critical analysis comes in. Visually seeing that you need to complete the wave can be really useful in helping you to understand if you have critically analysed or not.

This includes thinking about why what you have read or written in the unpacking section is important to your work. This means putting the context-independent topic introduced during the unpacking stage into the context of your reading, essay or assignment.

Detailing this shows that you understand why including the points you have raised are important and relevant.

To finish the wave, think about concluding and drawing together all of the information you have explored, and summarising it so that it leads nicely onto the next piece of reading or essay paragraph.

Applying LCT in practice

When critical analysis is lacking in a piece of writing, its structure will often look like an incomplete wave.

The sources have been described (unpacked) but have not been effectively analysed (repacked). It is easy to visualise how a lack of critical analysis means that the flow of your essay looks disjointed and incomplete.

You can check your work by identifying the different sections of the wave in each of your paragraphs using the  LCT writing framework (.doc, 44.3KB) .

In contrast, a critical essay or piece of reading will typically follow a wave pattern like the one below. Ideas are unpacked, evidence and examples are explored, then the ideas are repacked using your own words to summarise and connect.

It is easy then to visualise how all your paragraphs fit together, and how the essay has a coherent connecting thread that runs through it.

LCT paragraph structure:

Concept:  Introduce the concept and main idea (also known as the controlling idea) being developed. This is also known as the topic sentence.

Unpacking:  Elaborate on the concept or context to unpack or explore the concept in a more specific way.

Evidence and examples:  Introduce some concrete examples to illustrate the (now unpacked) concept. This will typically be introduced with phrases like "findings demonstrate", for example.

Repacking:  What can be learnt or drawn out of the examples to shed further light on the concept? This repacking process demonstrates your interpretation or understanding of the concept.

Rounding off:  Summarise and draw together the points made about the controlling idea to create a complete message of what is discussed within the paragraph.

For further information on Legitimation Code Theory please visit the LCT Centre:  Resources and further information

Top tips and resources

Look for a range of high-quality evidence (from published sources with references, rather than anecdotal). Visit the University of Sheffield Library  research skills and critical thinking workshops and online tutorials  for more information.

Express your interpretation of the evidence as well as just describe what has been written. Visit  Manchester University Academic Phrasebank to view examples. 

Be prepared to question everything, regardless of the perceived authority of the source. Remember that the experts are not always right! Visit English for Academic Purposes Reading Critically . 

Try to synthesise more than one perspective whenever possible to identify potential issues or limitations

Try the LCT model as a way to visualise your critical engagement with sources through a piece of writing. Visit the LCT Centre for  resources and further information .

Williams, K. (2009) Pocket Study Skills: Getting Critical. Hampshire: Palgrave Macmillan

Cottrell, S. (2008) The Study Skills Handbook. Hampshire: Palgrave Macmillan

Related information

Academic Skills Certificate

Reading techniques

Developing an Academic Argument

Mind mapping

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Take advantage of our curated Level Up Your Skills packages and start working through resources for your upcoming level of study, or use study skills online to find specific topics you want to work on.

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Critical Thinking in Academic Writing

DOI link for Critical Thinking in Academic Writing

Get Citation

The book inquires into critical thinking through a cultural approach. Based on an ethnographic study, it compares Chinese postgraduate students’ conceptualisations and applications of critical thinking in three different settings in China and the UK. From an insider’s perspective, it analyses the intricate interplay of multiple cultural and individual factors that conditions students’ critical thinking development as they learn to write an academic thesis and to manage postgraduate learning. The book offers insights into the nature of problems that Chinese students encounter with critical thinking and envisions possibilities for the ideas for critical thinking to have a transformative power in an intercultural space.

The book will primarily be of interest to academics and educators who work on critical thinking and academic writing, especially those who work with Chinese students. Scholars interested in intercultural issues in higher education may also find it relevant.

TABLE OF CONTENTS

Chapter | 10  pages, introduction, chapter 1 | 12  pages, critical thinking as an educational ideal, chapter 2 | 14  pages, critical thinking as a cultural issue, chapter 3 | 17  pages, the lens of a cultural approach, chapter 4 | 24  pages, critical thinking reconceptualised, chapter 5 | 21  pages, critical thinking in written texts, chapter 6 | 23  pages, critical thinking in writing activities, chapter 7 | 22  pages, critical thinking in academic writing, chapter | 11  pages.

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Postgraduate study at Edinburgh

An overview of some of key features of postgraduate education at the University of Edinburgh.

Postgraduate level

Studying at postgraduate level will be different from studying at an undergraduate level. Being aware of the level at which you will be studying and academic expectations may help you prepare for your programme. This is also very useful if you are returning to study after a break from formal education or are new to studying in the UK.

Studying for a masters at the University of Edinburgh means you will be working at Level 11 of the Scottish Credit and Qualifications Framework (SCQF). The SCQF applies to all credit bearing courses across Scottish institutions and broadly explains what a student will achieve through studying at each level.

The University of Edinburgh also has a Code of Practice for Taught Postgraduate Programmes that explains how students are expected to engage with their studies. Most masters’ programmes will require students to submit a significant project of research, investigation or development, sometimes known as a dissertation.

Exactly what constitutes a ‘dissertation’ can vary from programme to programme. Check with programme staff or the programme guide to find out what is required.

Scottish Credit and Qualifications Framework (SCQF) level descriptors (PDF)

Scottish Credit and Qualifications Framework (SCQF) website (external link)

IAD advice for dissertations and projects

Independent learning and critical thinking

Being pro-active : Postgraduate study often requires a more self-directed mind set, and more independent learning. To do this, you will need to take a pro-active approach to participating on your programme.

Asking questions & speaking up : Taking an active approach to your learning can include asking questions of a lecturer to clarify a point, asking classmates to expand their comments, and putting across your own views on a subject being discussed. You will be expected to play an active part in classes, tutorials, and other learning spaces (e.g. online discussion boards).

Most people will feel nervous to some extent about speaking out in a tutorial or writing their opinion on a blog. Interacting with your fellow students and course staff is a great way to clarify what you think and practice expressing your thoughts and knowledge.

Your fellow students on your programme will come from a wide range of educational and experiential backgrounds and your tutors won’t know exactly who knows what on certain subjects. If lecturers use unfamiliar terms, or take for granted some areas of background knowledge, you will need to ask for clarification in class or afterwards.

If you don’t know something, chances are others won’t either. They will probably be very glad if someone asks a seemingly basic question. Not only will they get the answer, but they also know that they are not alone!

Managing your time : You will need to manage your time carefully, so that you can attend classes and seminars, and find time for all the associated course reading. You will also be doing independent research and reading, the volume and depth of which can be surprising for some, and you may be expected to engage with a wider range of material than you have before.

Guidance on literature searching from the University Library

Searching using the library’s DiscoverEd tool:  DiscoverEd

Finding resources in your subject:  Subject guides

Advice to help you optimise use of Google Scholar, Google Books and Google for your research and study:  Using Google for research

IAD resources  on managing your reading

IAD resources for effective study and learning

Critical thinking : On your postgraduate programme here, you will be expected to come to your own conclusion on the topics taught, through listening to and discussion with others, wide and careful reading and thinking critically about a range of evidence and perspectives. You are not expected to agree with everything your lecturer or other students say.

IAD resources for critical thinking

Academic conventions : You will also need to communicate clearly to demonstrate your knowledge and understanding using the writing and referencing conventions that are appropriate for your discipline. Use the guidance from your lecturers and in your programme guide. If you are changing subjects, you should make yourself aware of any subject specific expectations.

Your knowledge and understanding will be based on the works of others in your discipline. You need to be able to present and discuss the ideas and findings of others in your own words, and attribute the work to the appropriate author(s). Directly copying the words of others is not acceptable.

IAD guidance for meeting academic standards

Information on plagiarism from the University of Edinburgh

Working with your peers

Diversity : Postgraduate students on your programme may have a wide range of national, cultural, educational and professional backgrounds, and there may be a wide range of ages. You may also have students from different programmes and stages of their degree on your courses.

Use this to your advantage! Be open and willing to listen to and learn from others, especially when thinking about the bigger picture or different points of view. Remember to draw on your own experience and bring your own perspective to discussions, your fellow students can learn from you as well.

Working in groups : You may have to be flexible in how you interact with others, especially if during your programme you are to work in groups. Many students find group work and assignments difficult; that is the point of the task!

Being able to work effectively and professionally as part of a team, and in a variety of roles within a team, is very important and is therefore a highly desirable skill to develop. Different roles can include helping manage the group, organising work to be done, or pulling together the work of the group into one document or presentation.

Further reading and resources:

Advice and resources for group working

This article was published on 2024-02-26

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• Gender Studies Minor

Undergrad Majors & Programs Biblical & Theological Studies Majors & Minors

With a gender studies minor, you’ll explore our notions of gender, their historical and cultural origins, and find ways to apply what you’re learning in your education and career.

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Biblical & Theological Studies

• - Majors & Minors
• Biblical & Theological Studies Major
• Missional Ministries Major
• Biblical and Theological Studies Minor
• Learning Opportunities

Why should I study gender studies at Bethel?

Here, you’ll find a Christ-centered learning community where you belong. Your learning will center in the Department of Biblical and Theological Studies , where you’ll learn from professors who get to know you personally and will invest in your success. You’ll experience:

• Merge gender studies with your major You’ll have an opportunity integrate a gender studies topic that interests you into a course within your field of study. You’ll design an integrative project through either research or service-learning that explores how issues of gender impact your major field of study. See the Gender-tag form (pdf) for more information.
• Flexibility This minor offers lots of flexibility, as many of the course offerings also count toward general education requirements and will enhance your primary area of study.
• Faith-fueled learning  We teach with the belief that all God’s creation and all human beings are worthy of study, so you’ll gain a broad knowledge of human history that is deepened by the integration of a Christian perspective.
• A community where you belong You’ll learn in a welcoming community of intellectually curious students and professors who will invest in your success.

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They’ll answer your questions, connect you with professors, and help you find the right time to visit campus. They’ll be there every step of the way to help make applying to Bethel as smooth as possible.

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Courses and skills

What skills will I develop?

As you explore gender studies, you’ll expand your knowledge and develop critical thinking skills for evaluating different beliefs and systems about gender. You’ll better understand how personal beliefs about gender influence thoughts about ourselves and others.

A strong base of knowledge

You’ll gain a better understanding of the key contexts that have and continue to shape gender experiences. And you’ll better recognize discrimination at the intersection of gender, race, class, and more.

Faith-fueled learning

As you explore key issues and beliefs around gender, you’ll develop the ability to apply biblical perspectives to gender issues.

Strong communication skills

You’ll be able to respectfully and thoughtfully communicate personal perspectives. And you’ll gain a stronger sense of empathy for how gender shapes and impacts people of other cultures.

Skills for any career

Gender studies is an area that will enhance your critical thinking skills as you evaluate different beliefs and systems. And these skills can be applied to almost any area of study and career.

Academic plans

Map out your time at Bethel—from day one to your diploma. Your course schedule is designed to help you grow, gain skills, and become who you’re meant to be.

Learning opportunities

What experiences will I have?

Hands-on learning is at the core of all Bethel majors and minors. That means you’ll find numerous opportunities to get involved, apply what you’ve learned, and gain experience.

Study abroad

Study around the world through trips over a full semester, January session, spring break, and summer. Off-campus study abroad programs include the January trip to Morocco, Spain, and France. Or you can study for a semester at a university in another country. Recent students have studied in Chile, Costa Rica, Indonesia, and Lithuania.

Internships and on-campus work

You’ll apply what you’ve learned through great internships. And we have partnerships like a paid internship at the White Bear Lake Historical Society. You’ll have the chance to intern at sites like the Minnesota Legislature and the Minnesota Historical Society. You’ll also have opportunities to apply to work for the department as a teaching assistant (TA).

You’ll have the chance to conduct research with professors through programs like Edgren Scholars and summer research projects. And you can conduct your own original research in local or digital archives for your senior seminar paper.

See all experiences

Real-world impact

How will a minor in gender studies help my career goals?

You’ll gain knowledge of political systems and communication, writing, and critical thinking skills that can prepare you for almost any job.

Stand out to employers

Through your service learning or research project, you’ll display the type of critical thinking skills that will help you stand out to employers and graduate schools.

Show your passion

Through rigorous study in a field like gender studies, you’ll stand out to employers with your passion and purpose.

Apply your faith to your career

As you wrestle with important questions and study from a Christian perspective, you’ll be well-equipped to glorify God wherever your career takes you.

Start your journey

Explore Bethel for yourself

Visiting campus is the best way to learn about Bethel and our majors. As you try out academic and campus life at Bethel, you can attend a class, chat with students, meet professors and coaches, tour campus, and get a taste of life in our program.

Schedule a visit

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Meet your professors

You’ll learn alongside professors who are accessible and usually have an open-door policy so you can stop by with questions.

Department of Biblical & Theological Studies

Barnes Academic Center (BAC) 356

Erik Leafblad

Michael holmes.

Assistant Professor of Missional Ministries and Department Chair

University Professor of Biblical Studies and Early Christianity Emeritus and Department Chair

James K. Beilby

Professor of Biblical and Theological Studies

Victor Ezigbo

Kaz Hayashi

Associate Professor of Biblical and Theological Studies

Juan Hernandez

Professor of Biblical Studies

Catherine Wright

Adjunct Associate Professor of Biblical and Theological Studies

Adjunct Instructor of Biblical and Theological Studies

Jennifer Scott

Gloria wiese.

Adjunct Assistant Professor of Biblical and Theological Studies

Carissa Wyant

Peter Kapsner

Donald alexander.

Professor of Biblical Studies Emeritus

Pamela Erwin

Professor of Biblical Studies Emerita

John Herzog

Karen McKinney

Carl rasmussen.

Professor of Old Testament Emeritus

full-time professors in the department

students in the department

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Find your fit

Explore related majors

This flexible minor will complement almost any major you choose. But here are a few examples:

Psychological Sciences Major

Political Science Major

Communication Studies Major: Health Communication Emphasis

Explore the full lists:

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Accreditation

University accreditation.

Bethel University has been continuously accredited by the Higher Learning Commission since 1959. This regional accreditation, recognized by the United States Department of Education, demonstrates that the university meets quality educational standards.

Study Postgraduate

Advanced clinical practice (critical care) (msc/pgdip/pgcert) (2023 entry).

Course code

2 October 2023

Part-time: 3 years (MSc); 2 years (PGDip); 1 year (PGCert)

Qualification

MSc/PGDip/PGCert

Warwick Medical School

University of Warwick

Explore our Advanced Clinical Practice (Critical Care) taught degree.

Imagine if you had the confidence to react more effectively in a critical care situations. Our course in Advanced Clinical Practice (Critical Care) aims to develop clinicians to undertake autonomous practice within critical care environments such as ITU or HEMS and will help you to feel confident in delivering the best possible patient care. Armed with up-to-date knowledge and skills you will have the opportunity to make a real difference to people's lives.

Course overview

This course is designed for healthcare professionals caring for critically ill patients and those working within acute, emergency or critical care environments such as ambulance services, intensive care units and emergency departments.

The course promotes a multidisciplinary approach to patient care, and aims to help you develop the skills to undertake autonomous practice. Core modules focus on clinical examination and diagnostic skills, critical care transfer, and independent and supplementary prescribing.

Skills from this degree

The structure of the course will enable the non-medical clinicians to:

• Undertake a full systems examination (child and adult)
• Develop the knowledge and skills to clinically and critically interpret results of tests and investigations.
• Manage an episode of care autonomously

General entry requirements

Minimum requirements.

Applicants should:

• Be in a clinical post at Band 6 or above in a trainee ACP post or similar
• Have current registration with the Nursing and Midwifery Council, Health Care Professionals Council or Royal Pharmaceutical Society
• Hold a BSc degree at 2nd class level, or evidence of Level 7 study
• Be 4 years post-qualification/ registration

Those without the academic qualifications will have a telephone interview with the course director for a special case request to be made.

English language requirements

You can find out more about our English language requirements Link opens in a new window . This course requires the following:

• With specific component scores of 6.5 in reading and writing.

International qualifications

We welcome applications from students with other internationally recognised qualifications although students will need to be practicing in the UK.

For more information, please visit the international entry requirements page .

Additional requirements

There are no additional entry requirements for this course.

Core modules

For the MSc:

• Postgraduate Induction and Your Professional Development
• Clinical Examination and Diagnostic Skills for Health Care Professionals
• Understanding Research and Critical Appraisal in Healthcare (Distance Learning)
• Independent and Supplementary Prescribing
• Critical Care Transfer
• Professional Project

Optional modules

Optional modules can vary from year to year. Example optional modules may include:

• Advanced Emergency Practice
• Special Incident Management
• Essentials of Clinical Education
• Introduction to Leadership and Management in Health Care Contexts
• Work-based Learning

Read more about the core and optional modules on the Medical School's website.

This is an interactive programme. You will learn through lectures and seminars, practical group work and guided reading. You will benefit from guided discussions and have the opportunity to practise the skills you have learnt during the sessions.

Class sizes

Class sizes will vary, however on average they comprise of 20-25 students.

Assessment for each module can be seen by looking at the relevant module page but typically consists of written essays of 4,000 words each, a clinical portfolio and/or an Objective Structured Long Examination Record (OSLER). The Professional Project is assessed by a 4,000-word project report and a poster presentation.

Reading lists

Most departments have reading lists available through Warwick Library. If you would like to view reading lists for the current cohort of students you can visit our Warwick Library web page Link opens in a new window .

Your timetable

Your personalised timetable will be complete when you are registered for all modules, listing your allocated lectures, seminars, and other small group classes. Your compulsory modules will be registered for you when you join us.

Your career

Our department has a dedicated careers consultant to help boost your employability and prepare for a career. There are workshops and events throughout the year. Previous examples include:

• Career Society at Medical School Event
• AFP Interview Preparation
• Warwick careers fairs throughout the year
• Foundation Programme (UKFPO) Information evening

Established in 2000, Warwick Medical School (WMS) forms part of the Faculty of Science, Engineering and Medicine at the University of Warwick. Alongside a range of educational opportunities, WMS has a reputation for research excellence, investigating solutions to significant global health challenges.

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Our Graduate Entry Undergraduate course

• Medicine (MBChB)

Our Postgraduate Taught courses

• Advanced Clinical Practice (Critical Care) (MSc/PGDip/PGCert)
• Advanced Clinical Practice (MSc/PGDip/PGCert)
• Diabetes (PGDip/PGCert)
• Health Research (MSc/PGDip/PGCert)
• Interdisciplinary Biomedical Research (MSc)
• Medical Education (MMedEd/ PG Dip/ PGCert)
• Public Health (MPH/PGDip/PGCert)

Our Postgraduate Research courses

• MD Doctor of Medicine
• MSc by Research (at Warwick Medical School)
• PhD (at Warwick Medical School)
• PhD by Published Work

Tuition fees

Tuition fees are payable for each year of your course at the start of the academic year, or at the start of your course, if later. Academic fees cover the cost of tuition, examinations and registration and some student amenities.

Taught course fees   Research course fees

Fee Status Guidance

We carry out an initial fee status assessment based on the information you provide in your application. Students will be classified as Home or Overseas fee status. Your fee status determines tuition fees, and what financial support and scholarships may be available. If you receive an offer, your fee status will be clearly stated alongside the tuition fee information.

Do you need your fee classification to be reviewed?

If you believe that your fee status has been classified incorrectly, you can complete a fee status assessment questionnaire. Please follow the instructions in your offer information and provide the documents needed to reassess your status.

Find out more about how universities assess fee status

Additional course costs

As well as tuition fees and living expenses, some courses may require you to cover the cost of field trips or costs associated with travel abroad. Information about department specific costs should be considered in conjunction with the more general costs below, such as:

As well as tuition fees and living expenses, some courses may require you to cover the cost of field trips or costs associated with travel abroad.

For departmental specific costs, please see the Modules tab on the course web page for the list of core and optional core modules with hyperlinks to our  Module Catalogue  (please visit the Department’s website if the Module Catalogue hyperlinks are not provided).

Associated costs can be found on the Study tab for each module listed in the Module Catalogue (please note most of the module content applies to 2022/23 year of study). Information about module department specific costs should be considered in conjunction with the more general costs below:

• Core text books
• Printer credits
• Dissertation binding
• Robe hire for your degree ceremony

Scholarships and bursaries

Scholarships and financial support

Find out about the different funding routes available, including; postgraduate loans, scholarships, fee awards and academic department bursaries.

Living costs

Find out more about the cost of living as a postgraduate student at the University of Warwick.

Find out how to apply to us, ask your questions, and find out more.

Taught course applications

Here is our checklist on how to apply for taught postgraduate courses at Warwick.

Research course applications

Here is our checklist on how to apply for research postgraduate degrees at the University of Warwick.

After you’ve applied

Find out how we process your application.

Applicant Portal

Track your application and update your details.

Admissions statement

See Warwick’s postgraduate admissions policy.

Join a live chat

Ask questions and engage with Warwick.

Postgraduate Open Day

Postgraduate fairs.

Throughout the year we attend exhibitions and fairs online and in the UK. These events give you the chance to learn about our Master's and PhD study routes, and the wider context of postgraduate study.

Find out more

Every week, you can connect directly with representatives from Warwick, who will be answering your questions on applying to and studying postgraduate studies at Warwick.

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Departmental events

Some academic departments hold events for specific postgraduate programmes, these are fantastic opportunities to learn more about Warwick and your chosen department and course.

See our online departmental events

Connect with us

Want to hear more about postgraduate study at Warwick? Register your interest and find out more.

Learn more about Postgraduate study at the University of Warwick.

Why Warwick

Discover why Warwick is one of the best universities in the UK and renowned globally.

6th in the UK (The Guardian University Guide 2022) Link opens in a new window

64th in the world (QS World University Rankings 2023) Link opens in a new window

5th most targeted university by the UK's top 100 graduate employers Link opens in a new window

(The Graduate Market in 2023, High Fliers Research Ltd. Link opens in a new window )

About the information on this page

This information is applicable for 2023 entry. Given the interval between the publication of courses and enrolment, some of the information may change. It is important to check our website before you apply. Please read our terms and conditions to find out more.

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4 The importance of critical thinking and analysis in academic studies

The aim of critical thinking is to try to maintain an objective position. When you think critically, you weigh up all sides of an argument and evaluate its strengths and weaknesses. So, critical thinking entails: actively seeking all sides of an argument, testing the soundness of the claims made, as well as testing the soundness of the evidence used to support the claims.

Box 1 What ‘being critical’ means in the context of critical thinking

Critical thinking is not :

• restating a claim that has been made
• describing an event
• challenging peoples’ worth as you engage with their work
• criticising someone or what they do (which is made from a personal, judgemental position).

Critical thinking and analysis are vital aspects of your academic life – when reading, when writing and working with other students.

While critical analysis requires you to examine ideas, evaluate them against what you already know and make decisions about their merit, critical reflection requires you to synthesise different perspectives (whether from other people or literature) to help explain, justify or challenge what you have encountered in your own or other people’s practice. It may be that theory or literature gives us an alternative perspective that we should consider; it may provide evidence to support our views or practices, or it may explicitly challenge them.

You will encounter a number of activities and assignments in your postgraduate studies that frequently demand interpretation and synthesis skills. We introduced such an activity in Session 1 (Activity 3). Part of this requires use of ‘higher-order thinking skills’, which are the skills used to analyse and manipulate information (rather than just memorise it). In the 1950s, Benjamin Bloom identified a set of important study and thinking skills for university students, which he called the ‘thinking triangle’ (Bloom, 1956) (Figure 1). Bloom’s taxonomy can provide a useful way of conceptualising higher-order thinking and learning. The six intellectual domains, their descriptions and associated keywords are outlined in Table 1.

This figure shows a pyramid with the following words, from top to bottom: evaluation (assessing theories; comparison of ideas; evaluating outcomes; solving; judging; recommending; rating), synthesis (using old concepts to create new ideas; design and invention; composing; imagining; inferring; modifying; predicting; combining), analysis (identifying and analysing patterns; organisation of ideas; recognising trends), application (using and applying knowledge; using problem solving methods; manipulating; designing; experimenting), comprehension (understanding; translating; summarising; demonstrating; discussing), knowledge (recall of information; discovery; observation; listing; locating; naming).

Table 1 Higher-order intellectual domains, descriptions and associated keywords

	Exhibit memory of previously learned material by recalling information, fundamental facts and terms, as well as discovery, through observing and locating.	Who? What? Find Define Recall
	Demonstrate understanding of facts and ideas by organising, comparing, translating, interpreting, giving descriptors and stating main ideas.	Compare Contrast Explain Discuss
	Solve problems in new situations by applying acquired knowledge, facts, techniques and rules in a different or new way.	Plan Build Experiment Design Solve Interview
	Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalisations.	Dissect Examine Infer Compare Contrast
	Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions.	Compose Construct Create Design Develop Theorise Elaborate Formulate
	This is also denoted as ‘critical evaluation’, often used to emphasise the depth of evaluation required. You will be required to present and defend opinions by making judgements about information, the validity of ideas or quality of work based on a set of criteria.	Compare Justify Prove Disprove Deduct