Student learning is enhanced through widening learning, away from singular sources of information to a plethora of previous research. Indeed Miri et al (2007) discuss that through critical analysis and reflection, individuals display not only their understanding and knowledge of a subject area but deeper understanding of its values and application. Thus, the ability of students to succinctly document, discuss and highlight the prevalent issues in their area of research not only expands on learning but also fosters debate and enquiry. There is a need to understand deeper the different intrinsic limitations or considerations placed by students and through this be able to provide higher education that engages critical thinking and critical examination. The study utilizes a quantitative questionnaire in the data collection process and was distributed to final year university students at a British University. It is envisioned that students on their final year of study would exhibit greatest levels of critical understanding and reporting. Data was collected over a 2-year cycle with two separate final year cohorts participating in the research. It is hoped that through understanding student notions of criticality there are opportunities to enhance student learning alongside the impact of teaching practices. As this study is based upon data collected from students, there is an opportunity to explore what students perceive as important in achieving criticality. Ultimately this paper seeks to enhance teaching and learning approaches to facilitate the development of critical understanding
