Summary
Contents
Subject index
The scholarship of management teaching and learning has established itself as a field in its own right, and this benchmark Handbook is the first to provide an account of the discipline. Original chapters from leading international academics identify the key issues and map out where the discipline is going. Each chapter provides a comprehensive and critical overview of the given topic area, highlights current debate, and reviews the emerging research agenda.
Cognitive Styles and Learning Strategies in Management Education
Cognitive Styles and Learning Strategies in Management Education
Abstract
In this chapter I define cognitive styles and learning strategies, and review and critique three dimensions of cognitive style, namely representation (verbalizer-imager), organization (wholist-analytical) and processing (analysis-intuition) of information. Extant frameworks appear to be wanting in terms of a combination of reliability and validity of style measurement, commonality of conceptual framework and theoretical bases, and the extent to which they acknowledge the integrated and interdependent nature of human thinking. I offer a duplex framework for cognitive style which draws heavily upon dual-process theory and consists of two complementary information processing modes: (1) analytical: affect-free, slow in operation, fast in formation, serial and detail-focused, cognitively demanding, abstract/symbolic, and open to conscious ...
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