Learning Styles in Teaching International Business

1. Learning Styles in Teaching International Business

Based on classical works, awareness of differing learning styles seems to have existed for millennia. The modern foundations of the theory of learning styles can be traced back to Kurt Lewin (1943), Jean Piaget (1970, 1972), and John Dewey (1997). For example, Piaget noticed that younger children answered questions differently than older children because of their different thought patterns. He initiated research on the taxonomy of learning styles by describing two processes used by individuals to adapt: assimilation and accommodation. In continuation, Gardner’s (1983) learning style model reflects his theory of multiple intelligences.

Building on this earlier scholarship, the concept of learning styles was incorporated in a widely accepted and used model by Kolb (1971) and published in Kolb (1984). The model gave rise to related terms such as Kolb’s experiential learning theory (ELT), and Kolb’s learning styles inventory (LSI). Kolb explains that different people naturally prefer a certain single different learning style. Various factors influence a person’s preferred style: notably in his experiential learning theory model (ELT) Kolb defined three stages of a person’s development—acquisition, specialization and integration—and suggests that our propensity to reconcile and successfully integrate different learning styles improves as we mature through our development stages. The Kolb model continues to be of vital importance (Kolb & Kolb, 2005).

As noted by Aggarwal and Goodell (2012), because of its contextual richness and behavioral dimensions, teaching and learning international business must change mind-sets and extend beyond the simple conveying of facts and concepts. Thus, experiential learning is very important in teaching IB. Ng, Van Dyne, and Ang (2009) present a model that contends that effective experiential learning goes through four stages (experience, reflect, conceptualize, and experiment) underscoring the effectiveness and importance of experiential learning in changing behaviors and mind-sets. Clearly, for such learning to be effective the teaching processes must account for the differing learning styles of the people being taught.

Given the nature of effective teaching in international business (IB), accounting for differing learning styles is also essential as is the need to develop awareness of what learning styles work well and what sorts of learning styles work well for which particular groups of students. Tuleja (2005) observes that student cohorts are no longer homogenous groups—if they ever were. It may not be optimal to look to one-size-fits all pedagogies that do not adjust to differing learning styles. Indeed, Tuleja advocates “presenting information to others as they will best learn”. Barmeyer (2004) presents theory backed by empirical evidence that reinforces the importance of learning styles for course design and teaching methods.

Understanding the process of experiential learning and learning styles, while critical for teaching IB, can have many other benefits beyond the teaching of IB. For example, Boyle (2005) notes that understanding learning styles can improve performance in the workplace. This occurs through both enhanced understanding by managers that learning styles of employees may differ, and through understanding by employees that there are differing learning-style preferences amongst their coworkers and other employee cohorts.

As this brief review of learning styles indicates, the ability to use appropriate learning styles can not only improve teaching in IB and other fields, it can also make learning in organizations more effective (such learning capability can be a key strategic advantage).

2. Introducing this issue

This issue of JTIB is focuses on learning styles in IB education. Papers published in the past issues of the Journal of Teaching in International Business reflect the varied learning environments of IB. In this issue we highlight the role, importance, and implementation of learning styles in teaching IB.

The first article in this issue, “A Challenge-Feedback Learning Approach to Teaching International Business,” by Dietmar Sternad of Carinthia University of Applied Sciences, Austria, introduces a challenge-feedback learning (CFL) approach based on the goal-setting theory of human motivation, the deliberate practice theory of expert performance, and findings from research on active and collaborative learning. The core of the teaching concept is the CFL cycle in which students repeatedly progress through four steps: (a) Challenge; (b) Act; (c) Feedback; and (d) Learn. Upon completion of one cycle, a new, more complex challenge is introduced. The article describes an example of implementing this learning approach in an IB teaching context.

The second article in this issue, “An Examination of Learning Preferences of U.S. and International Students,” by Kristin Stowe of Wingate University and Sharon Clinebell of the University of Northern Colorado, examines learning styles and their preferences in business education with an emphasis on international students. The authors examine whether U.S. and international students have different learning preferences using the visual-aural-read/write-kinesthetic (VARK) model. The findings indicate a large percentage of both U.S. and international students have multimodal learning preferences, with significant differences in preferences.

The third article in this issue, “Goal Orientation, Deep Learning, and Sustainable Feedback in Higher Business Education,” by Gerry Geitz, Desirée Joosten-ten Brinke, and Paul A. Kirschner of the Open University of the Netherlands, highlights the interaction of goal orientation and learning behavior. They report on a “sustainable feedback” intervention study. Sustainable feedback implies acknowledgment of students’ need to be actively involved in their own feedback process. They find that, although sustainable feedback helped mastery-oriented learners maintain deep learning, it did not directly influence their goal orientations.

The last article in this issue is “Enhancing Student Competency and Employability in International Business Through Master’s Dissertations,” by Rudolf R. Sinkovics of Manchester Business School, United Kingdom; Christopher Richardson of Universiti Sains, Malaysia; and Yong Kyu Lew of Hankuk University of Foreign Studies, Korea. Their article examines the MSc dissertation of IB postgraduate programs with regard to its effectiveness in delivering outcomes. This article seeks to provide an empirical understanding of the perceived usefulness and value of Master’s (MSc)-level dissertations and evaluating their impact on the personal and intellectual development of students. The authors evidence the importance of the dissertation for students to develop unstructured knowledge and self-organizing skills; which are crucial in their move toward the unknown, dynamic, and complex working landscape.

In the view of the authors, their results highlight the importance for faculty and policy makers to remain committed to the spirit of the MSc dissertation as an educational tool, rather than shifting curriculum requirements to more student-palatable projects. They conclude that keeping the focus on MSc dissertation projects feeds into a long-term educational package that reaps dividends for graduates in the years to come.

As in the past, we hope you enjoy reading this issue and that you find it thought-provoking—perhaps even providing ideas to further improve your own teaching. We would appreciate hearing your comments on this issue. We can be reached at E-mail: [email protected]

Raj Aggarwal

John W. Goodell

Editors

Additional information

Notes on contributors

Raj Aggarwal

Raj Aggarwal, PhD, is the Emeritus Sullivan Professor of International Business and Finance and the former Business Dean at the University of Akron, USA. He is a Fellow of the Academy of International Business and has won many awards as an outstanding scholar. He is also a Board Member of many mutual funds, corporations, and nonprofit organizations. He is the past editor of Financial Practice and Education, the finance area editor of the Journal of International Business Studies, and the current Editor of the Journal of Teaching in International Business. Raj Aggarwal is the author of numerous scholarly publications and has over 4,700 Google citations with an h-index of 35, and an 1-10 index of over 100 (see https://scholar.google.com/citations?user=y 1hrzaAAAAAJ&hl=en&cstart=160&pagesize=20).

John W. Goodell

John W. Goodell is an Assistant Professor at the University of Akron, USA. His recent publications include articles in Journal of Banking & Finance, Journal of Multinational Financial Management, International Business Review, and Emerging Markets Review. He is the Assistant Editor of the Journal of Teaching in International Business.