From: Dr Steven J. Armstrong
[mailto:
stevearmstrong@welton-lincoln.freeserve.co.uk]
Sorry for coming into this discussion rather late but I would like to
make
another point with respect to the influence of learning style or
cognitive
style on management education. I am not familiar with the terms
stringer
and grouper, but serialist-global, analytic-intuitive styles, of which I
am
more familiar, are probably related to similar constructs.
Whilst selecting instructional techniques most appropriate to the
cognitive
styles of learners has often been considered to be a positive step in
optimizing learning processes (and Connor appears to address these
issues
admirably in his classroom) matching the type of 'assessment' with the
cognitive needs of students has received far less attention. When one
considers that the effect of style on performance for an individual will
be
either positive or negative depending on the nature of the task, the
importance of assessment methods and grading become very clear.
For example, in a task requiring an individual to see a problem in its
overall context in order to arrive at a balanced view from which he/she
would make important decisions (Business Policy & Strategy scenarios?),
global/intuitive types are likely to excel over serialist/analytics
because
the latter will be more inclined to focus on one aspect of the overall
situation to the exclusion of others. Similarly, in a situation where
it is
important to generate ideas rapidly, or where working with others is an
important component in a decision making process (high speed logistics
problems in an operations management environment?), global/intuitive
types
are again likely to excel.
Conversely, where tasks require careful planning and analyses of
information
to solve detailed problems (project planning, marketing planning?), or
where
logical, reflective and linear approaches are required for long term
solitary tasks (mathematical modeling in management science?),
serialist/analytic types are likely to excel over global/intuitive types
because of the difficulty they experience in separating-out a situation
into
its constituent parts.
Whilst many of us work conscientiously towards developing appropriate
techniques and content to support the learning process across a variety
of
modules that appeal to a variety of learning styles, I am not convinced
that
we are assessing students appropriately - in the UK at least.
Assessment
methods in many Business Schools in the UK are predominantly reliant on
written assignment formats where assessment criteria are based on the
expectation of systematic analysis and evaluation of information
resulting
in cogent, structured, and logically-flowing arguments. Although
serialist/analytic students, who tend to prefer structured situations
that
are impersonal in nature, may prefer such methods, they are unlikely to
be
suited to the more global/intuitive students who tend to have a
predominantly social orientation, favouring interpersonal situations
that
allow interaction. Many alternative and innovative forms of assessment
are
available which would appeal to this type of learner, such as poster
sessions, video production, debating, role play, group-work with oral
presentations, and so on. These are rarely used, however, and when they
are, problems arise with respect to setting appropriate assessment
criteria
and with grading the work consistently.
I published a study recently in which the results from over 400
management
students suggested that assessment methods often have an orientation
bias
favoring individuals whose dominant cognitive styles are
serialist/analytic.
Students whose dominant styles were more analytic out-performed other
students not only on modules believed to be consonant with analytic
styles
of thinking, but also on modules believed to be more suited to the
global/intuitive student. The more analytic individuals also had a
tendency
to out-performed others in their final degree grades! If assessment
methods cannot be devised which are totally independent of orientation
bias,
perhaps they can at least ensure that equal amounts of analysis and
intuition are assessed as an integral part of the overall learning
process
(a whole brain approach?).
Along with Connor, this is a topic I believe in passionately. If anyone
is
interested in conducting collaborative research in this field I would be
delighted to hear from them. Finally, to re-iterate a point made by
Wendy,
the European Learning Styles Information Network (ELSIN) is to hold its
8th
annual conference in June/July 2003 where papers will cover many issues
from
an educational, managerial, and pychological perspective. Visit our
web-site at
www.hull.ac.uk/elsin Keynote speakers are Rita Dunn, who has
worked with learning styles extensively over the past 30 years from an
educational perspective, and Armin Paul Thies from Yale University, an
eminent pediatric neuropsychologist specializing in clinical
neuropsychology
and clinical psychology. Dr Thies is currently working on the
inter-face
between individual difference psychology, learning, and neuro-science.
Best wishes & a very happy new year to everyone
Steve Armstrong
------------------------------------------------------------------------
----------
Centre for Management and Organizational Learning
University of Hull
Hull, HU6 7RX, UK.
Tel: +44 (0) 1673 863038 (H)
Tel: +44 (0) 7813 612028 (M)
Tel: +44 (0) 1482 465719 (W)
email:
stevearmstrong@welton-lincoln.freeserve.co.uk (H)
email:
s.j.armstrong@hull.ac.uk
----- Original Message -----
From: "Wendy Gregory" <
W.J.Gregory@hull.ac.uk>
To: "Management Education and Development Discussion"
<
MG-ED-DV@MAELSTROM.STJOHNS.EDU>
> >
> >
> > ----- Original Message -----
> > From: "Kim Boal" <
KimBoal@TTU.EDU>
> > To: <
MG-ED-DV@MAELSTROM.STJOHNS.EDU>
> > > At 05:41 AM 12/25/2002 -0500, you wrote:
> > > >From: Conna Condon [mailto:
gandolf@cyberverse.com]
> > > >
>