Students' problem-solving skills in-depth: ready for ‘real life’?

Students are expected to display effective problem-solving skills to resolve challenges in the workplace successfully. This study analyses students’ problem-solving skills using the OECD PISA problem-solving framework and the extent to which they display four problem-solving processes: (1) exploring and understanding (EU), (2) representing and formulating (RF), (3) planning and executing (PE), and (4) monitoring and reflecting (MR). 188 problem-solving written assignments with 8080 paragraphs were analysed using natural paragraph analysis across the four processes encompassing 21 core tasks. Students generally show strong EU and RF processes and tasks but could improve some RF and MR processes. This means that students are generally successful at information processing, building representations, formulation and modelling, and use of tools to solve problems. They showed difficulty in organising and revising solutions, finding the rationale behind the problem, seeking alternative solutions and critically evaluating given information and assumptions. The paper concludes with practical implications for teaching in higher education. • Management students lack problem-solving skills. • To prepare for ‘real life’, students must enhance their problem-solving skills. • A framework is created using OECD PISA's problem-solving framework. • 188 assignments were used to investigate four problem-solving processes. • ‘Exploring and understanding’ and ‘representing and formulating’ are strongest.