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The purpose of this paper is to explore the field of learning, learning style, meta‐cognition, strategies and teaching by classifying different levels of the learning process. The paper aims to present an attempt to identify how students' awareness of learning style and teachers' matched instruction might affect students' learning and motivation.

The paper is a conceptual paper in which a theoretical framework built on empirical research was identified by connecting and systemizing different parts of the learning process.

The paper finds that teaching based on individual learning styles is an effective way to ensure students' achievement and motivation. Awareness of learning styles, it is argued, influences meta‐cognition and choice of relevant learning strategies. Consciousness of own improvement provides students with new perspectives of their learning potential. Such positive academic experiences may enhance self‐efficacy.

The paper provides useful information on unraveling concepts, methods and effects which can aid students, teachers and researchers in understanding, evaluating and monitoring learning, thus having practical implications for promoting lifelong learning, self‐efficacy and salutogenesis.

Our research aim is to propose a support model for problem‐solving oriented learning (PSOL) and implement a humancentric system that supports learners and thereby develops their ability. We propose a human‐centric interactive framework for PSOL by employing the research results in the educational psychology field. The characteristic of our research is that our system understands the principle knowledge to support users through human‐computer interactions. It is very important to clarify the principle knowledge of the target application domain and develop the system based on it. We call the principle knowledge as ontology. By embedding ontology into the basis of a system, we can implement a more positive navigation function. In this paper, we analyze the learners’ cognitive activities in PSOL, propose a support model that encourages self‐regulated planning processes, and illustrate an interactive environment for making effective problem‐solving and learning processes based on the ontology.

The purpose of this paper is to investigate the ethical implications of video game companies employing psychologists and using psychological research in game design.

The author first argues that exploiting psychology in video games may be more ethically problematic than familiar application domains like advertising, gambling and political rhetoric. Then an overview of the effects particular types of game design may have on user behavior is provided, taking into account various findings and phenomena from behavioral psychology and behavioral economics.

Finally, the author concludes that the corresponding ethical problems cannot – and should not – be addressed by means of regulation or rating systems. The author argues instead that a more promising countermeasure lies in using the same psychological research to educate gamers (children in particular) and thereby increase their capacity for meta-cognition.

The importance of this lies in the tremendous effect these behavior-modifying technologies may have upon our self-determination, well-being and social relations, as well as corresponding implications for the society.

Business strategists can easily become slaves to their inbox or to the passing enthusiasm of the times, their supervisors or outside influencers, ranging from social activists to securities analysts and investment bankers. This article seeks to put their work in historical context and to encourage them to engage in meta-cognition – a deep consideration of their role in helping to shape their business’s response to its current environment and challenges.

The article reviews the history of modern business strategy and divides it into three major phases, centered on the theories and practices of three strategists: Frederick Taylor, Peter Drucker and Michael Porter. The author suggests that each of these strategists was addressing the key business questions of their time and influenced the thinking of others who built on – and in many cases improved on – their theories and models. He suggests that a business strategist’s thinking should build on the work of those who came before in responding to contemporary questions of importance to their firm.

Business strategy is fundamentally an exercise in understanding and improving business performance and growth. It requires a depth of sophisticated thought that can be sharpened and focused through meta-cognition – thinking about thinking, i.e. a thoughtful consideration of what dominates our thinking and why.

This article invites practicing strategists to find their own place on that arc.

The article presents the history of business strategy as an arc of inquiry that has forward direction, moving inexorably outward, from time–motion studies on the shop floor, to the human beings who occupied it, and to the larger society in which they and the firm live. It invites practicing strategists to find their own place on that arc.

Individuals with disabilities may not be aware of their communicative, academic, social, and/or vocational needs. Over the last 20 years, self-advocacy has been referred to as a goal for education, a civil rights movement, and a component of self-determination (Test, Fowler, Wood, Brewer, & Eddy, 2005). As a measurable skill, self-advocacy can be specifically defined as a skill that helps “individuals communicate their needs and stand up for their own interests and rights” (Yuan, 1994, p. 305). Individuals diagnosed with a variety of disabilities (learning disabilities, cognitive impairments, language disorders, etc.) experience difficulty in achieving success in situations where they are required to communicate their needs and stand up for their rights. Test et al. (2005) documented 25 definitions of self-advocacy that were published between 1977 and 2002. The most recent definition focused on self-advocacy in the realm of social change and civil rights; the enablement of individuals with disabilities to make decisions, speak for themselves, and stand up for their rights.

The purpose of this paper is to inform international student study strategies as well as course design and instructional approach.

Multiple research methods are applied, starting with exploratory data analysis, principal component analysis, confirmatory ordinal factor analysis, then recursive regression.

The meta‐cognitive impacts of international learning styles on academic performance over two courses are proven.

The learning styles of multicultural university students are assessed using an online a priori instrument to determine predictive impact on academic performance across different courses.

The implications of the dendrogram models are briefly explained with respect to student counselling, student study strategies and teaching approaches. The findings are discussed with respect to rival learning style theories and to appease criticisms of meta‐analysis reviews.

Several statistically significant models were created including varimax and promax rotation solutions from ordinal factor analysis, as well as item response and latent factor dendrograms from recursive regression.

This paper aims to contribute to the understanding of the concept of “global management competencies”.

An extensive review of most of the relevant literature on global management competencies was done. By investigating four constructs, i.e. the global mindset, cross‐cultural competence, intercultural sensitivity and cultural intelligence, all related to “global management competencies” the authors made an in‐depth investigation of the contributing organizational behaviour components, the knowledge, skills, abilities, and other personality characteristics (the KSAOs), useful for a construct of global management competencies.

A configuration of the above components as an integrative model was developed. This model could serve as the basis for the development of measurement instruments.

The construct of global management competencies, albeit with different labels and in different disguise, has received a lot of attention in the last two decades but has not been conceptualised satisfactorily. This article is an attempt to do so.

The authors first examine the extent to which having an accurate understanding of and anticipate on one another’s work routines (defined as crossattuning) explains additional variance of team performance above and beyond other implicit coordination concepts such as team familiarity and transactive memory. Furthermore, the authors aim to propose that social sensitivity interacts with team size and team longevity in supporting the emergence of cross-attuning.

The authors first use a quasi-experimental design with 35 student-teams in Study 1 to test the discriminant validity of their construct. In Study 2, the authors use a field study with 66 work teams to test their hypotheses.

Study 1 shows that cross-attuning has a positive effect on team performance and that it explains additional variance above other implicit coordination-concepts. In Study 2, the authors confirm cross-attuning associates with supervisor-rated team performance and find that team social sensitivity is more positively related to cross-attuning in small teams with low longevity and in large teams with high longevity in comparison to large teams with low longevity.

The study of implicit coordination mechanisms in teams has primarily focused on having knowledge about other team members’ expertise and competencies and how teams cope with unexpected events. How teams deal with individual work routines – repetitive work-related behavior that is limited in considering alternative actions and the task environment – have received limited attention, despite the potential of these individual routines to thwart successful team task completion.

Aims to develop a theoretical model for understanding and enhancing effective self‐learning in a networked human and information technology (IT) environment. Recent educational reforms in different parts of the world emphasize that independent self‐learning throughout the life span is a sine qua non of education. Parallel to this is the development that the Internet and information technology have changed the modes of teaching and learning fundamentally and created unlimited opportunities for learning. There is an urgent need to develop a theory or model that can be used to deepen the understanding of the nature and process of self‐learning and facilitate students becoming highly motivated and effective self‐learners with the support of a networked human and IT environment. The implications drawn from the theory can contribute to the paradigm shift of education in current worldwide education reforms.

The purpose of this paper is to empirically examine if training through debates can be used as a rationale to enhance learning skills. In particular, it investigates whether debating can be useful in developing both, key graduate capabilities skills (critical thinking and communication skills) and the process to facilitate learning (motivation, intellectual challenges and learning in depth). The research validates some of the previous findings and argues that integration of debates into a curriculum enhances learning.

Third‐year undergraduate students participated in this exercise. The University invited the United Nations Association to administer their model conference that involved debating. A survey questionnaire was distributed to the students. Given that the sample was small, the data were analysed using cross tabulations.

The research found that learning through debates for developing both, key graduate capabilities skills (critical thinking and communication skills) and the process to facilitate learning (motivation, intellectual challenges and learning in depth) were statistically significant. Not all students reflect a positive attitude to debating.

Knowledge can be conceived as being based on inter‐subjective reasoning processes that students are likely to adopt. This is dependent on how students want to learn, as they have different learning approaches, expectations, motivations, and meta‐cognition.

The implications of these findings are essential for training, learning, and open opportunities for further research.

Findings from this study demonstrate quite clearly that debating is statistically significant on several learning outcomes that are desirable for graduate capabilities and learning processes.