Sculpting critical thinkers: A reflection on teaching policy analysis in a South African university

Abstract

This reflective paper examines the critical thinking levels of final-year, final-semester public administration students at a South African university, using a case study approach. By engaging students in a structured case study, this paper also reveals the value of case-based methods in fostering critical thinking skills within the academic context. The case study challenged students to critically evaluate the dynamics of policy implementation in the context of public service delivery within South Africa. The lecture was designed to emphasize the importance of understanding the motivation behind specific policy formulation and highlight this as the guiding principle for their application in real life contexts. This paper presents reflections of this educational exercise, by exploring the depth of critical thinking and reasoning exhibited by the students as they considered the complexities of public service delivery in South Africa, emphasizing the significance of policy context and its influence on decision-making. Blooms Taxonomy (1956) is used to support the reflections in this regard. The findings of this activity reveal not only the effectiveness of the teaching methodology but also the extent to which students internalised the ethos behind policy creation and its role in shaping policy implementation. The paper underscores the importance of promoting critical thinking, problem-solving skills, as it relates to policy analysis. It also highlights the practical implications of this teaching method in preparing students for future roles in public service and policy development. Additionally, this paper contributes to the ongoing dialogue on enhancing teaching and learning effectiveness in South African universities, emphasizing the importance of engaging students in critical reflection.