Critical and creative thinking nexus: learning experiences of doctoral students

References

• Amabile, T. M. 1996. Creativity in Context: Update to ‘The Social Psychology of Creativity’. Oxford: Westview Press.
   Google Scholar
• Ashworth, P. 2003. “The Phenomenology of the Lifeworld and Social Psychology.” Social Psychological Review 5 (1): 18–34.
   Google Scholar
• Baer, J., and J. C. Kaufman. 2006. “Conclusions.” In Creativity and Reason in Cognitive Development, edited by J. C. Kaufman and J. Baer, 351–55. Cambridge: Cambridge University Press.
   Google Scholar
• Bailin, S. 1993. “Epilogue: Problems in Conceptualizing Good Thinking.” American Behavioral Scientist 37 (1): 156–64. doi: 10.1177/0002764293037001016
   Web of Science ®Google Scholar
• Barnett, R. 1997. Higher Education: A Critical Business. Buckingham: SRHE/Open University Press.
   Google Scholar
• Bennich-Björkman, L. 1997. Organising Innovative Research: The Inner Life of University Departments. Oxford: Pergamon IAU Press.
   Google Scholar
• Brodin, E. M., and H. Avery. 2014. “Conditions for Scholarly Creativity in Interdisciplinary Doctoral Education Through an Aristotelian Lens.” In Creativity Research: An Inter-disciplinary and Multi-disciplinary Research Handbook, edited by E. Shiu, 273–294. London: Routledge.
   Google Scholar
• Brodin, E. M., and L. Frick. 2011. “Conceptualizing and Encouraging Critical Creativity in Doctoral Education.” International Journal for Researcher Development 2 (2): 133–151. doi: 10.1108/17597511111212727
   Google Scholar
• Brookfield, S. D. 1991. Developing Critical Thinkers: Challenging Adults to Explore Alternative Ways of Thinking and Acting. San Francisco: Jossey-Bass.
   Google Scholar
• Cropley, D., and A. Cropley. 2010. “Functional Creativity: ‘Products’ and the Generation of Effective Novelty.” In The Cambridge Handbook of Creativity, edited by J. C. Kaufman and R. J. Sternberg, 301–17. Cambridge: Cambridge University Press.
   Google Scholar
• Csikszentmihalyi, M. 1997. Creativity: Flow and the Psychology of Discovery and Invention. New York: Harper Collins.
   Google Scholar
• Dahlberg, K., H. Dahlberg, and M. Nyström. 2008. Reflective Lifeworld Research. Lund: Studentlitteratur.
   Google Scholar
• Davies, M. 2013. “Critical Thinking and the Disciplines Reconsidered.” Higher Education Research & Development 32 (4): 529–44. doi: 10.1080/07294360.2012.697878
   Web of Science ®Google Scholar
• Ennis, R. H. 1962. “A Concept of Critical Thinking.” Harvard Educational Review 32 (1): 81–111.
   Web of Science ®Google Scholar
• Feist, G. J. 2010. “The Function of Personality in Creativity: The Nature and Nurture of the Creative Personality.” In The Cambridge Handbook of Creativity, edited by J. C. Kaufman and R. J. Sternberg, 113–30. Cambridge: Cambridge University Press.
   Google Scholar
• Frick, L. 2010. “Creativity in Doctoral Education: Conceptualising the Original Contribution.” In Teaching Creativity – Creativity in Teaching, edited by C. Nygaard, N. Courtney, and C. Holtham, 15–32. Faringdon: Libri.
   Google Scholar
• Gardner, S. K. 2007. “‘I Heard It Through the Grapevine’: Doctoral Student Socialization in Chemistry and History.” Higher Education 54 (5): 723–40. doi: 10.1007/s10734-006-9020-x
   Web of Science ®Google Scholar
• Gardner, S. K. 2008. “‘What's Too Much and What's Too Little?’: The Process of Becoming an Independent Researcher in Doctoral Education.” The Journal of Higher Education 79 (3): 326–50. doi: 10.1353/jhe.0.0007
   Web of Science ®Google Scholar
• Holbrook, A., S. Bourke, H. Fairbairn, and T. Lovat. 2007. “Examiner Comment on the Literature Review in Ph.D. Theses.” Studies in Higher Education 32 (3): 337–56. doi: 10.1080/03075070701346899
   Web of Science ®Google Scholar
• Ikuenobe, P. 2001. “Teaching and Assessing Critical Thinking Abilities as Outcomes in an Informal Logic Course.” Teaching in Higher Education 6 (1): 19–32. doi: 10.1080/13562510020029572
   Google Scholar
• Jackson, N., and M. Shaw. 2006. “Developing Subject Perspectives on Creativity in Higher education.” In Developing Creativity in Higher Education: An Imaginative Curriculum, edited by N. Jackson, M. Oliver, M. Shaw, and J. Wisdom, 89–108. London: Routledge.
   Google Scholar
• Lee, A. 2008. “How Are Doctoral Students Supervised? Concepts of Doctoral Research Supervision.” Studies in Higher Education 33 (3): 267–81. doi: 10.1080/03075070802049202
   Web of Science ®Google Scholar
• Lee, A., and D. Boud. 2009. “Framing Doctoral Education as a Practice.” In Changing Practices of Doctoral Education, edited by D. Boud and A. Lee, 10–25. London: Routledge.
   Google Scholar
• Lovat, T., Holbrook, A., and S. Bourke. 2008. “Ways of Knowing in Doctoral Examination: How Well Is the Doctoral Regime?” Educational Research Review 3 (1): 66–76. doi: 10.1016/j.edurev.2007.06.002
   Web of Science ®Google Scholar
• Lovitts, B. E. 2005. “Being a Good Course-Taker Is Not Enough: A Theoretical Perspective on the Transition to Independent Research.” Studies in Higher Education 30 (2): 137–54. doi: 10.1080/03075070500043093
   Web of Science ®Google Scholar
• Lovitts, B. E. 2007. Making the Implicit Explicit: Creating Performance Expectations for the Dissertation. Sterling, VA: Stylus.
   Google Scholar
• Lovitts, B. E. 2008. “The Transition to Independent Research: Who Makes It, Who Doesn't, and Why.” The Journal of Higher Education 79 (3): 296–325. doi: 10.1353/jhe.0.0006
   Web of Science ®Google Scholar
• Moore, T. 2013. “Critical Thinking: Seven Definitions in Search of a Concept.” Studies in Higher Education 38 (4): 506–22. doi: 10.1080/03075079.2011.586995
   Web of Science ®Google Scholar
• Mullins, G., and M. Kiley. 2002. “‘It's a PhD, Not a Nobel Prize’: How Experienced Examiners Assess Research Theses.” Studies in Higher Education 27 (4): 369–86. doi: 10.1080/0307507022000011507
   Web of Science ®Google Scholar
• Murray, R. 2011. How to Write a Thesis. 3rd ed. Maidenhead: Open University Press.
   Google Scholar
• Oliver, M., B. Shah, C. McGoldrick, and M. Edwards. 2006. “Students’ Experiences of Creativity.” In Developing Creativity in Higher Education: An Imaginative Curriculum, edited by N. Jackson, M. Oliver, M. Shaw, and J. Wisdom, 43–58. London: Routledge.
   Google Scholar
• Sambrook, S., and J. Stewart. 2008. “Developing Critical Reflection in Professional Focused Doctorates: A Facilitator's Perspective.” Journal of European Industrial Training 32 (5): 359–73. doi: 10.1108/03090590810877085
   Google Scholar
• Siegel, H. 1988. Educating Reason: Rationality, Critical Thinking, and Education. New York: Routledge.
   Google Scholar
• Simpkins, W. S. 1987. “The Way Examiners Assess Critical Thinking in Educational Administration Theses.” Journal of Educational Administration 25 (2): 248–68. doi: 10.1108/eb009935
   Google Scholar
• Sternberg, R. J., and J. C. Kaufman. 2010. “Constraints on Creativity: Obvious and Not So Obvious.” In The Cambridge Handbook of Creativity, edited by J. C. Kaufman and R. J. Sternberg, 467–82. Cambridge: Cambridge University Press.
   Google Scholar
• Sternberg, R. J., and T. I. Lubart. 1999. “The Concept of Creativity: Prospects and Paradigms.” In Handbook of Creativity, edited by R. J. Sternberg, 3–15. Cambridge: Cambridge University Press.
   Google Scholar
• Thayer-Bacon, B. J. 2000. Transforming Critical Thinking: Thinking Constructively. London: Teachers College Press.
   Google Scholar
• Trafford, V., and S. Leshem. 2008. Stepping Stones to Achieving Your Doctorate: By Focusing on Your Viva from the Start. Maidenhead: Open University Press.
   Google Scholar
• Walters, K. S. 1994. “Introduction: Beyond Logicism in Critical Thinking.” In Re-thinking Reason: New Perspectives in Critical Thinking, edited by K. S. Walters, 1–24. Albany: State University of New York Press.
   Google Scholar
• Winter, R., M. Griffiths, and K. Green. 2000. “The ‘Academic’ Qualities of Practice: What Are the Criteria for Practice-Based PhD?” Studies in Higher Education 25 (1): 25–37. doi: 10.1080/030750700115993
   Web of Science ®Google Scholar
• Zeegers, M., and D. Barron. 2012. “Pedagogical Concerns in Doctoral Supervision: A Challenge for Pedagogy.” Quality Assurance in Education 20 (1): 20–30. doi: 10.1108/09684881211198211
   Google Scholar