Thesis

How does the thinking of a post-graduate student map across to the Identity Compass profile tool?

Abstract

The primary aim of this pilot study is to discover how a post-graduate student’s thinking map against the Identity Compass profile tool.

This research explores how 31 post-graduate students think in the context of their studies and how this thinking breaks down into its individual components, called thinking preferences.

Using the principles of metacognition to understand how we know what we know about our thinking, and constructivism to ground the profile tool used in existing literature, the researcher was able to create a benchmarking tool to standardise the profile output and demonstrate levels of post-graduate thinking. This benchmark was called the Thinking Quotient.

Analysis demonstrated that from a list of fifty thinking preferences, it is possible to attain a 96.3% Goodness of Fit on the Thinking Quotient score with only 24 thinking preferences. This was a significant find and propels the researcher to want to continue onto next year to investigate if the results hold true on a larger data set.

Multiple Regression demonstrated that at two distinct levels of the Thinking Quotient scale (3.0 and 4.0) there are different thinking preference choices, which goes some way to demonstrating that the Identity Compass and Thinking Quotient does measure definable thinking styles in post-graduate students.