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It therefore could be judged that the quality of an academic programme will equate to positive academic success.
Critical thinking is a key concept well established within higher education (Moon, 2008, p.6).
Students arriving from secondary schools or further education colleges have been found to struggle with transition in teaching methods.
Often these students expect to be taught (Cotterell, 2017, p.12) and this can be a barrier to develop skills such as critical thinking.
This, in turn makes it difficult to achieve academic success within higher education.
These skills could be developed earlier than higher education, through secondary education.
Mc Peck (2016) p.58 declares that secondary schools within disciplinary subjects are failing to develop critical thinking, moreover, teaching factually, rather than conceptually.
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A critical thinker is an individual who will question what s/he hears or reads, and in addition, has the understanding to be able to achieve an outcome through questioning (Mc Peck, 2016, p.32; Brookfield, 2012, p.9).
However, the measurement of student satisfaction is not representative of students’ acquisition of knowledge, or skills such as critical thinking.
They argue that universities should work towards enhancing the student experience, rather than focus on processes; that satisfaction does not equate to student happiness (Dean and Gibbs, 2014, p.16).