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Ten Strategic Points Comments or Feedback Broad Topic Area Influences of transformational leadership with decision- making and critical thinking skills for students of higher learning. Lit Review Introduction to background/gap According to Heidari & Ebrahimi, (2016), one of the limitations for the present research is completing the california critical thinking skills test as being time- consuming, with complex requiring explanations. The study by (Tiruneh, Verburgh & Elen, (2014) attempted to explain why some instructional interventions end up having a greater gains in critical thinking than others. The researchers did this by analyzing the existing empirical evidence. This study had a limitation of not having a design which is not systematic for the purpose of instructional interventions which are in line with design principles which can be considered valid empirically. All these things point to a gap that requires further research. The research by Nold, (2017), shows that it is possible to improve students’ self-assessed skills in multiple key abilities that have been linked to success both in the classroom and workplace. The researcher recommended that more research

is needed in this area due to the way he used one faculty for the study and also the sample size used was small to make strong findings which are accurate. Further research should include a sample which is more representative of all the college students in different subjects with the use of technique in the study applied in multiple members of the faculty The research by Derwin, (2009) argued that future research may use other critical thinking measures such as recording and then transcribing the interaction of students as well as classes based on face to face discussions. Theoretical foundation Self-determination theory - According to this theory, there are three innate psychological needs for human beings. They include relatedness, autonomy and competence. Competence is regarded as the need to feel that one is effective in the performance of the requisite actions. On the other hand, relatedness is the need to feel connected to the other people and also having a social group that one can feel a sense of belonging. Autonomy refers to the need to feel the need to express one’s authentic self. This theory can be used to explain the need for students of higher learning to have some generic skills to help them improve

their competence, relatedness and autonomy both in classes and workplaces. Review of Literature topics with key theme: Transformational leadership- specific leader behaviors, rather than personality, inspire followers to higher levels of performance ( Al-Husseini & Elbeltagi, 2016). Generic skills- According to Crebert, Bates, Bell, Patrick & Cragnolini, (2014) graduates greatly valued the experience of learning in the workplace during placement and subsequently in employment. Top leadership competencies- So as to become more effective in their respective areas, top level leaders and aspiring managers are always concerned with improving their competencies. Problem Statement It is not known how instructors perceive the influence of critical thinking training for student academic outcomes and how it prepares students to enter the workforce. Research Questions R1: How do instructors perceive the influence of critical thinking training on student academic outcomes?

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R2: How do instructors perceive the influence of critical thinking training on student preparedness to enter the workforce? Sample Location: United States Target population: College instructors that have been trained to implement critical thinking skilled courses in the United States. Sample: Sample range from 1 to 30, with an average of 10 to 15 college instructors that teach critical thinking skills in the United States. Describe Phenomena (qualitative ) or Define Variables/H ypotheses (quantitativ e) Phenomenon: Understanding how instructors who teach critical thinking courses that can influence students’ academic outcomes and how this critical thinking training taught by these instructors can prepare students to enter the workforce. Methodolog y & Design This study will use the qualitative methodology and qualitative descriptive design. Purpose Statement The purpose of this qualitative descriptive research is to examine how instructors perceive the influence of critical thinking training on the student academic outcomes and

student preparedness to enter the workforce. Data Collection Approach Questionnaires- The researcher will provide questionnaires to instructors of various institutions and disciplines that have received critical thinking training. Interviews- The interviews will be done one on one with instructors. Data Analysis Approach Data collected through interviews will be audio recorded, transcribed, coded, analyzed to determine themes. questionnaires are analyzed using descriptive statistics and coding/thematic analysis on open-ended responses.

References Derwin, E. B. (2009). Critical thinking in online vs face-to-face higher education. Media Psychology Review , 2 (1), 20. Heidari, M., & Ebrahimi, P. (2016). Examining the relationship between critical-thinking skills and decision-making ability of emergency medicine students. Indian journal of critical care medicine: peer-reviewed, official publication of Indian Society of Critical Care Medicine , 20 (10), 581. Nold, H. (2017). Using critical thinking teaching methods to increase student success: An action Research Project. International Journal of Teaching and Learning in Higher Education , 29 (1), 17-32. Tiruneh, D. T., Verburgh, A., & Elen, J. (2014). Effectiveness of critical thinking instruction in higher education: A systematic review of intervention studies. Higher Education Studies , 4 (1), 1-17.

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