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Individual students have different learning styles, and lecturers can no longer afford to ignore this. Lecturers have a responsibility to accommodate students’ different learning styles by including learning style flexibility in the offered learning opportunities. The purpose of this study is to map a teaching case study against the Herrmann Whole Brain® model to determine whether learning style flexibility has been incorporated in the teaching case study.

A teaching case study was developed and delivered as part of an undergraduate level course at a South African residential university. The case study’s primary intention was to illustrate the practical evaluation of general controls in an information technology environment. The teaching case study was analysed in terms of the Herrmann Whole Brain® model to determine whether learning style flexibility had been accommodated in the learning opportunity.

Based on an analysis of the teaching case study against the Herrmann Whole Brain® model, it is evident that the teaching case study incorporated activities that addressed all four quadrants of the Whole Brain® model. It can therefore be concluded that the learning opportunity incorporated learning style flexibility.

This paper contributes to the literature in accounting education by focusing on learning style flexibility specifically using the Herrmann Whole Brain® model, as it appears that limited examples of the use of this model in accounting education have yet been published. Although this paper discusses the use of an auditing case study, the results may be of interest to lecturers in other subject areas across the academic spectrum.

This paper aims to explore issues that must be addressed in post‐secondary educational planning and delivery such that social cultural factors within the learning environment are recognized in ways that affirm the learner's cultural traditions.

The adoption of a multiple cultures model of instructional design with an emphasis on implementing flexible learning using instructional technology is proposed.

The paper finds that as student mobility continues to increase across educational programs and geographic borders, the need to accommodate cultural differences in an increasingly heterogeneous study will have to increase dramatically and, for this to occur, institutions and faculty will have to improve their insight into cultural and learning differences that affect teaching and learning.

Distance education courses are commonly offered in professional upgrading or “bridging” programs as one solution to addressing the apparent knowledge and experience gaps of newly immigrated internationally‐educated practitioners. Useful strategies for accommodating individual styles and preferences in a multiple cultures professional online learning context have been described.

Learning preferences and styles are inextricably related to cultural background as well as curricular and course design. This paper provides a much‐needed professional distance education framework that integrates the skills and values of the student with those of the local professional community to create a unified and authentic learning environment.

One of the major themes of management education is the development of theoretical models to aid the education and training of managers. Such theoretical formulations help educators to decide which teaching methods are appropriate in various situations, to conceptualise learning processes and to understand processes of growth and development of the individual manager. One such model which has received attention is Kolb's (1971) model of experiential learning, the core of which is a simple description of learning as a cyclic process: reflections on aspects of experience are used to make sense of that experience which in turn provides the basis for choice of new experience.

The purpose of this paper is to explore whether there is a prevalent entrepreneurial learning style trait associated with successful knowledge industry entrepreneurial practice.

The paper reviews prior entrepreneurship studies utilizing experiential learning theory and examines the learning style preferences of 168 knowledge industry entrepreneurs to deduce a hypothesized entrepreneurial learning style. The entrepreneur participants’ Kolb Learning Style Inventory scores are modeled to explore causal links to individual and firm level entrepreneurial success.

Preference for the Kolb Active Experimentation (AE) learning mode over Reflective Observation (RO) predicts adoption of a key entrepreneurial innovation behavior and significant entrepreneurial performance benefits. In contrast to published theories, the RO learning mode exhibits surprising negative effects on entrepreneurial performance. Data analysis also reveals that 90 percent of sampled co-founder/partners had at least one partner with the hypothesized entrepreneurial style.

The study fills a major research gap in entrepreneurial learning literature by identifying learning style traits associated with entrepreneurial success. The study findings can also be used by educators, practitioners and investors to help identify, appraise and develop entrepreneurial talent.

The study provides novel insights into the learning styles of practicing technology entrepreneurs by establishing a significant preference within this community for the AE and Concrete Experience learning modes. The study illustrates the negative effects of the RO learning mode which has previously linked to successful entrepreneurial practice.

The Experiential Learning Model devised by Kolb proposes that learning is a cyclic process involving four kinds of abilities: that all normal adults possess and use abilities in all four modes; the level of these abilities and preferences for their use varies among individuals; individual learning style can be assessed through the use of the Learning Style Inventory (LSI). These propositions have important implications for human development and those responsible for it. A research programme to generate evidence of work‐based coping behaviour among managers with which to assess the validity of the first three of these propositions is reported. Three versions of the LSI were administered (standard, elaborated and randomised) on a test‐retest basis to a sample of adult participants in courses in management studies at Sunderland Polytechnic, and 130 usable results were obtained. The inventories were administered twice with an intervening period of six weeks during the 1984/85 academic year. Data analysis explored test‐retest stability, internal consistency and factor identification. The apparent test‐retest stability of groups masks considerable variation at the level of the individual. Changing the order of the items in the inventory brings a reduction in test‐related and split‐half correlations. The elaborated version of the inventory produced less reliable results than the standard and randomised versions, and the pattern of item associations was very difficult. Those who wish to use the LSI to classify individuals according to learning style should do so with care.

The Covid-19 crisis has inflicted a disruptive impact on the conventional institutional format of architecture studio pedagogy. As a result, there is a critical suddenness for an alternative approach to ensure continuity. The research pursues is to pursue a multidisciplinary study with a focus on the following domains: architecture, the science of learning and e-learning architecture. Inference from the study would become the basis for a theoretical proposition for improvement of the existing pedagogical framework. Moreover, the literature would add valuable insights to the knowledge base.

An exploratory research approach is used for this study. The inquiry-based approach enlightens on the role of the architect in society. Also, the nature of architectural design education that existed prior to the Covid-19 outbreak is examined. Further, the paper explores the impact of the paradigm shift from institutional mode to e-learning mode overnight. Purposefully multi-disciplinary studies are pursued to develop a broad understanding of the associated domains. This could effectively contribute to developing an effective pedagogical framework. This would facilitate the conduct of architecture studio discourse in a structured manner during the current scenario.

The confluence approach – a theoretical proposition for effective structuring of architecture studio pedagogy has evolved as part of the research. Further, the proposed virtual learning pyramid enlightens on the drive to continue on with augmentation of students existing creative acumen. Which is one of the universally sought-after goals of studio pedagogy even during times of uncertainties.

Pedagogues would find the study very meaningful for the conduct of architecture design studio in e-learning mode. They would also acquire a broad understanding of factors to be considered. The research would pave way for future studies in this area from a multi-disciplinary perspective.

The current Covid-19 crisis deters architecture studio discourse from being conducted in an accustomed institutional format. Therefore, it becomes important for institutions to ensure continuity of architectural education with the help of new measures. In concurrence, the research envisions an alternative approach: virtual design studio using e-learning mode. This would ensure continuity of architectural education even when the instructor and students are separated in either time or place.

The study presents a unique contribution to the limited literature available on architecture studio pedagogy during the e-learning scenario.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Hong Kong continuing education has encountered vigorous change in recent years. It is not limited to the mode of teaching and learning. Changing government policies, fund cutting to the higher education system and the entry of overseas university degrees increase the intensity of competition in the environment to an extraordinary extent. There is a large increase in demand upon internal capabilities of both the continuing education institutions and their leaders to confront the challenging conditions. Aims to examine this situation.

The alignment theory emphasizing strategic fit among the four elements – market competitiveness, business strategy, organizational culture, and leadership style – stresses the significance of matching the four elements within the same logic which are defined as “production”, “administration”, “development”, and “integration”. Strategic fit of four elements within the same logic enhances the organization's performance level. However, the phenomenon is limited in its way of operation. The researcher substitutes the phenomenon with an operationalization model of strategy fitting the four elements within the same logic by attempting an intensive case study of the strategic change process brought forward by the leader of the Built Environment Unit (BEU) of the School of Professional and Continuing Education of the University of Hong Kong.

The research concludes with a strategic change model of the BEU which emphasizes continuous learning, affection, participation and understanding. The model is built on a groundwork comprising academic identity building and culture management. Its concrete block structure is made up of contextualization in the aspects of program diversification, progression ladders and professional recognition. The whole work is reinforced by Built Environment Sustainability Symposia and a Qualifications Framework to confirm the loyalty of their students.

The model can be referred to as a framework by continuing education institution leaders who cope with similar market‐changing conditions.

Outlines the requirements of a business school. Business schools should be centres of excellence with high‐quality faculty. Learning styles of individuals should be considered and programmes modularized. The fundamental issue is relationship management between the client and supplier.

The purpose of this contribution is to encourage library and information (LIS) professionals to draw on the initiatives by Carol Kuhlthau to align information seeking with learning theories and new roles for intermediaries. Considering the vast array of developments in information communication technology (ICT), and the challenges and pressures for continuing professional development (CPD) and reflection, it seems timely to encourage experimentation with the ideas of Kuhlthau on Zones of Intervention and Lev Vygotsky on Zones of Proximal Development (ZPD), as means to become au fait with these theories, ideas and related research, and to apply these theories and ideas on a practical level to offer opportunities for the continuing professional development of LIS professionals with specific reference to ICT, and to eventually also impact on the training of users.

This contribution will be written against the background of research from information literacy, information behaviour (including information seeking), the learning theory of Vygotsky on Zones of Proximal Development, and continuing professional development.

Although the information seeking process (ISP) model of Kuhlthau is widely cited, the idea of Zones of Intervention which she developed from the work of Vygotsky does unfortunately not feature strongly in the LIS literature. Considering the literature on Zones of Proximal Development, it can, however, hold much potential for LIS professionals to align support with information seeking with professional (optimal) development – especially if using the focus (Zones of Intervention and Zones of Proximal Development) as a means to become au fait, and if initially taking a more practical and relaxed approach as point of departure.

Relatively few publications on Zones of Intervention and Zones of Proximal Development appear in the LIS literature. None of these are to the author's knowledge, aligned to the continuing professional development of LIS professionals on a practical level or with regard to fully exploiting ICT developments.