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Critical Analysis Toolkit University of Sheffield Management School © Welcome from the University of Sheffield Management School

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Critical Analysis Toolkit University of Sheffield Management School © Welcome from the University of Sheffield Management School How To Be More Critical And Less Descriptive: A Student’s Perspective Written by Dr Sarah Brooks and James Kenny 1st Edition Critical Analysis Toolkit University of Sheffield Management School © Welcome from The University of Sheffield Management School There are many skills that are required in life and one of these is the ability to think critically. During both undergraduate and postgraduate studies, you will be asked to critically analyse and critically evaluate but you might receive feedback from a tutor which suggests that your work is too descriptive and not critical enough. In order to guarantee marks of over 60% in assignments and examinations, it is important to demonstrate a high level of critical awareness and this toolkit is designed to support that goal. This Critical Analysis Toolkit (CAT) has been developed by the University of Sheffield Management School to provide you with a number of tools and techniques to help you think, read and write more critically. Although the toolkit is designed primarily to support your independent learning over time, it can be used as a quick reference guide for when you are developing assignments and revising for examinations. The toolkit comprises four stages which can be mastered in any year of your university studies. Each stage is designed to give you the ability to demonstrate a greater awareness of critical analysis than in the previous stage. Furthermore, the ability to think, read and write critically will help you to solve problems more creatively, which is not only an academic skill, but also one of the top employability skills prized by employers. We hope that you enjoy working through the Critical Analysis Toolkit and we welcome any feedback you have on how we can make it even better. With warm regards The University of Sheffield Management School Education Team This toolkit has been made possible through generous funding from The University of Sheffield awarded to Dr Sarah Brooks. It has also been made possible through the support of Andrea Ward, Dr Alex Wright, Charlie Patterson (graduate) and Celia Anderson. 1st Edition Critical Analysis Toolkit University of Sheffield Management School © 1 Overview of this toolkit The idea behind this toolkit was borne from discussions with students struggling with critical analysis. Driven by a strong desire to provide a simple way of supporting students, James Kenny, a final year undergraduate student and Dr Sarah Brooks developed a series of stages of development within this toolkit, each one designed to build new skills appropriate for the different stages of a student’s development. The toolkit was written by James as if he were telling current students what he would have liked to have known if he were to have his time at university again. 1st Edition Critical Analysis Toolkit University of Sheffield Management School © 2 Stage 1 Critical Analysis Toolkit 1st Edition Critical Analysis Toolkit University of Sheffield Management School © 3 Introduction to Critical Analysis The first thing to note, your schooling up to university may have a totally different style of writing compared to that which is expected at university level. The main differences can be highlighted below; • Schools focus, generally speaking, on what is known and agreed on. Universities may use what is known and agreed on as their starting point, however, universities are principally concerned with what is not known and not agreed on. What is known and agreed on is Descriptive. E.g. 5 x 5 = 25 and the Battle of Hastings was in 1066 are both ‘descriptions’ in the sense that they restate facts. • If you are asked to critically analyse something, it means that you must consider and evaluate the claims made by the theorists, “experts”, official bodies, journalists etc. that you have read, asking yourself if the basis of these claims are sound and whether they apply or are relevant to the situation you are examining. • PEEL is not enough at university! PEEL is a commonly used acronym to structure arguments in a school essay. It stands for Point, Explain, Evidence, Link back to the question. However, this is only half the job at university. This is considered descriptive, and can not get you beyond a 2.2, there needs critical analysis to be incorporated. First thing is first, if you are not getting your desired grades at the start of first year… DO NOT WORRY. This means it is perfect for you to practice university style writing, understanding where you’re going wrong and improve on this. This toolkit will be a referral guide, with useful tools, techniques and pointers on critical analysis, to help you achieve your desired grades. 1st Edition Critical Analysis Toolkit University of Sheffield Management School © 4 Semantic Wave An incredibly helpful tool for structuring arguments, beyond PEEL, is the semantic wave. This really helps to structure arguments and can be applied to a wide range of academic situations. This wave 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. 1. You make your Point (where you start) PEEL is still valid here. 2. You then Explain your point (in the description), 3. Bringing in Evidence, 4. Then you Link back to the question showing understanding. However, as discussed, this is only half the job. To gain the desired 2.1 and above, there needs to be “repacking”, which is where the critical analysis comes in. Not just accepting the given argument and evidence, being critical and bringing in other theories that contradict the original argument and criticise it. 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. Feedback from assignments may include “too descriptive” or “needs to be more critical”. This basically means you’ve spent too much time on the unpacking part, using up valuable words of your word count. Description is essential, to set the scene. However, as discussed, repacking is the first stage that we encourage university students to look at developing. 1st Edition Critical Analysis Toolkit University of Sheffield Management School © 5 Socratic Questioning Next to be explored in more detail, is how to get back up the repacking slope, and critically analyse. Many individuals struggle through university life to achieve the higher grades, due to the lack of knowledge on critical analysis, and failure to develop through university. This skill is a hugely important part of the university journey. Not only this, it’s also widely recognised in employment, and is used on a daily basis. Furthermore, employers look for problem solving skills when assessing if you’re the right fit for the job. Developing critical analysis skills consequently improves this skill, as you consider every option, weigh it up effectively and improve decision making and problem solving. To become critical, there is a tool called “Socratic Questioning” which is extremely helpful to assist with the repacking. 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. 1. You make your Point (where you start) 2. You then Explain your point (in the description), 3. Bringing in Evidence, 4. Then you Link back to the question showing understanding. 1st Edition Critical Analysis Toolkit University of Sheffield Management School © 6 Seeking Clarification Probing Assumptions • How does this relate to the • What is the claim based on? topic? • Can the claim be checked or • What else do you need to find verified elsewhere? out about the topic? Probing Evidence Questioning a Viewpoint • What is the evidence or proof? • What are the alternative views • What examples are provided? or opinions? • Are the evidence and examples • What are the strengths/ valid, reliable and sufficient? weaknesses of the claim? Questioning Implications Questioning the Question • What might this mean in • Why is the question important? practice? • What other questions might • What are the likely also be relevant? consequences? 1st Edition Critical Analysis Toolkit University of Sheffield Management School © 7 These questions allow you to ask yourself about what you have stated, to become critical and build out your points, to a university-accepted “Ends Here” via repacking. A quick example using Socratic questioning: What is the most effective leadership style on employee performance? Inceoglu et al., (2018) claim Leader Member Exchange (LMX) theory of leadership is the most effective theory for understanding how leadership shapes employee performance. This is a brief statement, with no critical analysis or evidence. Using the “What is the evidence or proof” question it might look like this: Research found LMX produces better relationships with employees, which in turn improves performance and gives employees more autonomy and responsibility, improving their well-being (Martin et al., 2005). Now using the “Are the evidence and examples valid and reliable” question it might look like this: However, it’s argued the studies lack validity due to limited research, with questions asked only leading to positive outcomes to support the claim, and therefore reliability suffers. If we now look at “Are there any alternative views or opinions” question: On the other hand, LMX can be seen to have a negative effect on employee performance, if some individuals see or perceive unequal resource distribution and injustice created (Hooper & Martin, 2008). Finally, the “what might this mean in practice” question: This implies that it’s therefore difficult to assume a set style of leadership to achieve effectiveness, and according to this view, different styles affect individuals differently.
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