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The purpose of this paper is to present details of a study investigating learning styles differences of Thai students in England compared to local students in England and Thailand. It also discusses key issues in using learning styles in multicultural and international education, given their wide availability online.

A mixed methods design is used, including a psychometric approach using Vermunt's Inventory of Learning Styles (ILS) with three postgraduate Business student samples – Thai (in England, n=26), European (in England, n=16) and Thai (in Thailand, n=122) and a qualitative approach using focus groups, interviews and open‐ended questionnaires with the Thai (in England, n=43) sample only.

One‐way independent analysis of variance analyses on ILS scores show that learning styles differ significantly between the three samples on each of the test occasions, particularly in meaning‐directed learning and undirected learning. The qualitative data analysis shows that Thai students in England perceive culturally‐determined differences in teaching and learning behaviour between Thai and English higher education environments that can cause difficulties for them.

The use of mixed methods gives data of greater breadth and depth than a single method; however, the sample sizes are somewhat limited.

Thai students in England require additional support from educators and educational institutions.

This paper provides a valuable insight into the learning styles and needs of Thai students in England, given the paucity of research in this area.

This study aims to investigate three relevant antecedents of digital transformation (digital orientation, digital intensity and digital maturity) and their influences on the financial success of companies.

Building on the strategic management and digital transformation literature, five hypotheses are developed to find the relationships between these antecedents and financial success.

Digital orientation and digital intensity alone do not contribute to the financial success of companies. Specifically, digital intensity serves as a negative moderator between digital orientation and financial success, meaning that it reduces the performance effects of digital orientation. Digital maturity acts as a mediator between digital orientation and the financial success of companies and between digital intensity and the financial success of companies.

This research contributes to the literature on strategic management and digital transformation by providing a further understanding of three relevant antecedents of digital transformation (digital orientation, digital intensity and digital maturity) and how they should be positioned alongside digital transformation settings to achieve financial success.