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Every person has his or her own individual way to learn and to solve problems in day-to-day situations. These personal cognitive strategies, acquired in a long socialization process are called “learning styles” and may differ depending on gender, age or culture.In this study, the learning styles of over 300 students in business administration in Fr...
Citations
... Cultural differences also exist between Canada and France including methods of cooking and measurements (metric versus imperial systems). For example, the French typically measure ingredients using weights, whereas Canadian recipes typically use volumes such as cups [40,41]. Cross-cultural adaptations for assessment tools in health care, such as the CT, are especially important as outcomes on the assessment tools often help direct rehabilitation treatment goals, interventions, and outcomes [42]. ...
Background:
Acquired brain injury (ABI) often leads to deficits in executive functioning (EF) which is responsible for severe and longstanding disabilities in activities of daily living. The "Cooking Task" (CT), an ecological test of EF involving multi-tasking, was developed in France and exhibits excellent psychometric properties but has not yet been adapted and validated for the French-Canadian context.
Objectives:
Conduct a cross-cultural adaptation and validation of the CT for the French-Canadian context.
Methods:
The CT was translated and adapted by a committee of experts and was validated.
Results:
Adaptation-changes were made to the language (e.g., cartable vs classeur), the materials (e.g., measuring cup vs scale), and the measuring units (e.g., ml/cups vs grams). Validation-Preliminary analyses were conducted on 24 participants with an ABI and 17 controls. Construct convergent validity: The French-Canadian-CT discriminates between ABI and control total score on the CT and on most error type categories. Construct known-group validity: French-Canadian-CT scores correlated with another measure of EF deficits (Dysexecutive Questionnaire and Six Elements Task). Inter-rater reliability score for the total error was high (ICC= .84) and results were similar to those obtained for the France-CT.
Contributions:
This study will provide a new ecologically valid tool for clinicians in Canada.
... To be successful in their role, not only is technical knowledge crucial but also knowledge about the local context (Joslin 2002), and engagement with one's own, and the learners', cultural background (Schratz 2014;Selvi 2010). The national differences in the way of learning, and the required adjustment resulting from this, may lead to challenges for expatriates (Barmeyer 2004;Crowther and Wiener 2021;Dimitrov and Haque 2016;Halicioglu 2015), especially in ensuring that what is learned is also implemented in the world of work (Brion 2020). While immediate interaction in the workplace between coworkers from different cultures is hardly addressed, it is focused on a small yet specific research line on intercultural competence in the field of engineering. ...
... The study can therefore contribute to underline relevance for specific qualification level and with a focus on direct interaction between expatriates, colleagues and trainees in the host country. But also the national differences in the way we learn and the resulting challenges are part of the interviews (Barmeyer 2004;Crowther and Wiener 2021;Dimitrov and Haque 2016;Halicioglu 2015). Results on one aspect of sensibility and dealing with differences in the field of engineering did show a mixed picture before the training for future engineers started (Downey et al. 2006). ...
This article investigates the intercultural sensitivity of expatriate human resource (HR) managers, with a specific focus on training practices at an intermediate skill level. The pape, therefore, contributes to the literature on expatriates, with a specific emphasis on the particular relevance of intercultural sensitivity in training in multinational companies. Using a qualitative approach, including expert interviews with German expatriates in subsidiaries in India, China, and Mexico, combined with a deep analysis of the data, we were able to reveal the perceptions of expatriates. Our results show a mixed picture of intercultural sensitivity towards training culture in their host countries through three different types of expatriates’ perceptions. Hence, our results lead to the conclusion that multinational companies might focus on this aspect by putting more emphasis on intercultural sensitivity of their HR managers in foreign subsidiaries, to improve the performance of their subsidiaries long term.
... In the last 25 years, comparative studies using Kolb´s LSI (Learning Style Inventory) found significant differences in learning styles preferences among samples from different countries (Auyeung & Sands, 1996;Barmeyer, 2004;Fridland, 2002;Hoppe, 1990;Yamazaki, 2005). These studies have produced significant results on the impact of culture on learning style preferences. ...
Buyse, K. y Morera Bañas, I. (2016). Perception of educational culture and learning styles inlanguage learning: the Romanian case. Revista Nebrija de Lingüística Aplicada (2016) 21. El presente artículo estudia la relación entre los estilos de aprendizaje en el aprendizaje de lenguas y la cultura educativa en Rumanía antes y después de la caída del régimen comunista. La muestra consta de 204 estudiantes rumanos de español lengua extranjera en Madrid. Para medir los estilos de aprendizaje, se utilizó el Cuestionario Honey Alonso (CHAEA). La cultura educativa, entendida como un conjunto de comportamientos, creencias y actitudes con respecto al proceso de aprendizaje, se analizó utilizando el Cuestionario de Cultura Educativa (CCE) basado en la teoría y el modelo de las dimensiones culturales de Hofstede (1986, 2001). Se encontraron cambios significativos en la cultura educativa y estilos de aprendizaje dominantes entre ambos períodos, revelando entre otras una disminución del número de teóricos y reflectores en el aula de lenguas y una correlación entre reflexión, participación oral y períodos.
Palabras clave: estilos de aprendizaje, cultura educativa, dimensiones culturales, educación comunista, aprendizaje delenguas.
The present article studies the relation between learning styles in language learning and educational culture in Romania before and after the fall of the communist regime. The sample consists of 204 Romanian students learning Spanish in Madrid. To measure learning styles, the Cuestionario Honey Alonso (CHAEA) was used. Educational culture, understood as behaviors, beliefs and attitudes with respect to the learning process, was analyzed using the Cuestionario de Cultura Educativa (CCE), based on the cultural dimensions theory and model by Hofstede (1986, 2001). Significant changes were found in educational culture and dominant learning styles between both periods, revealing among others a decrease of the number of theorists and reflectors in the language classroom and a correlation between reflection, oral participation and periods.
... Les programmes de formation interculturelle doivent être adoptés en fonction des caractéristiques et des spécificités des participants. Le succès de telles formations dépend de l'expérience interculturelle, de la capacité à développer des compétences, mais aussi des styles d'apprentissage (Barmeyer, 2004). ...
Le multiculturalisme est une nouvelle ère de mondialisation et la diversité culturelle est inévitable, mais cette diversité peut ajouter de la valeur aux entreprises. À l’avenir, il y aura une relation de plus en plus étroite entre la mondialisation, la diversité culturelle, le management opérationnel et la gestion des relations avec les parties prenantes.Le sport est caractérisé par une concurrence féroce. Les organisations sportives sont de plus en plus contraintes de transposer les pratiques managériales présentes dans les entreprises et d’adopter les caractéristiques opérationnelles et structurelles des entreprises commerciales. La pression pour atteindre les objectifs économiques et la concurrence exercée par les organisations sportives a encouragé les dirigeants sportifs à considérer les outils et les concepts appliqués dans les affaires tels que la culture organisationnelle. Contrairement à d’autres domaines d’activité, le sport présente certaines particularités. La plupart du temps dans le sport, une seule organisation peut atteindre son objectif de remporter la compétition, et les situations dans lesquelles plusieurs équipes atteignent leur objectif sont rares. Toutes les équipes, quel que soit le sport et quel que soit le niveau de ressources disponibles, essaient de gagner chaque match et chaque compétition. Aucune équipe qui se respecte n’entre sur le terrain avec l’idée de perdre. Ainsi, au fil du temps, il y a eu des exemples d’organisations qui, avec des ressources minimales, ont réussi à dépasser dans les classements et les organisations de compétitions avec des ressources beaucoup plus précieuses.Tout d’abord, la question du management multiculturel prend de plus en plus d’importance à mesure que la société se mondialise de plus en plus. Ainsi, dans le contexte de la mondialisation, de plus en plus d’individus différents doivent travailler ensemble et former une équipe, et cet aspect est de plus en plus visible dans le sport.Deuxièmement, chaque société et chaque organisation ont besoin de règles pour fonctionner dans un environnement optimal. Ces réglementations doivent être proposées par un organe décisionnel légitime, qui donne confiance à ceux qui sont sous l’influence de ces réglementations. Dans une société de plus en plus mondialisée, il y a à la fois des réglementations internationales et nationales, et celles-ci peuvent influencer positivement ou négativement l’activité des organisations sportives multiculturelles. Par exemple, il y a des réglementations nationales qui exigent un nombre minimum de joueurs locaux ou interdisent l’accès des joueurs qui n’ont pas joué pour leur équipe nationale. D’autre part, il y a des réglementations qui facilitent l’obtention plus rapide d’une citoyenneté ou des réglementations qui interdisent les confrontations sportives entre certains pays ayant connu des conflits historiques.
... The Dutch and Prussian spiritual and cultural heritage of the Mennonites in Europe, Asia and America (Khodchenko, 2011), which was distributed to the territory of the southern region of Ukraine, was analyzed (Beresten, 2006), fact material (Bahmet & Pohoryelov, 2006), on large migrations of the Mennonite population in Eastern Europe was systematized (Byelikova, 2005). In order to deeper understand the educational status of the Mennonite colonists during the research period (Zamuruytsev, 2009), the analysis of the essence of Mennonite religion in the context of ХIХ century Protestantism is of great interest. ...
The aim of the research is to highlight the main German philosophical, pedagogical, didactic ideas, the regulatory foundations of the organization of the school business, the leading principle of compulsory youth education and chronological presentation of major socio-cultural events that directly influenced the formation of ethno-denominational educational results in the South of Ukraine in the ?I? century. On the basis of interdisciplinary approach, the complex of general scientific and special methods is used: historical and comparative analysis and historical and genetic analysis, systematization of scientific, educational and methodical literature, documents, periodicals. The authors comprehensively substantiated anthropotheological goal, ideas, regulatory principles of the organization of training, training of teaching staff, system-building principle, as the observance of the basic provision on compulsory education of young people, strengthening the material infrastructure of schools in the South of Ukraine. The historical genesis of the beginning of formation, prosperity and the first signs of neglect of ethno-confessional education of the Mennonite-colonists in the South Ukrainian lands during the studied period demonstrates the purposeful influence of the ideals, traditions, beliefs and public perceptions of the development of economic welfare. Negative changes are also noted, that is, the gradual loss of ethno-confessionality.
... With reference to nationality, this study found no significant difference in the achievements in English across the four nationalities included in the sample. Some researchers, however, indicated differences in the learning styles of learners of different nationalities (Ramburuth & McCormick, 2001;Barmeyer, 2004;Joy & Kolb, 2009). This may be related to the fact that these studies included greater differences in nationality and also culture (e.g., Eastern and Western), while this study consisted of only African nationalities of which the cultures may be relatively similar. ...
proficiency is crucial. In South African schools, many students who study through medium of English have underdeveloped linguistic skills. Their English proficiency may improve if they are taught in consideration of their learning styles. Therefore, the main research problem of this study was: How can the teaching of English at school be enhanced in consideration of student learning style and classroom diversity? To address this question, the study investigated academic achievement in English and learning style, and their relationship with demographic variables; the differences in the learning styles of the top and the low achievers in English; and how the top-achieving students learned English in different contexts. The sample comprised 240 students enrolled at an independent school in the North-West Province of South Africa. The study implemented a mixed method research design by means of a structured questionnaire, followed by interviews with ten of the top-achieving students selected to ensure maximum diversity. The results indicated significant differences in the achievements in English and the learning styles of different student groups. The qualitative phase of the research shed light on the learning styles of the top performers in English in different contexts and sub-fields of English. Recommendations were made on how the teachers can take students’ learning styles and classroom diversity into consideration in their classroom teaching in the quest to improve academic achievement in English.
... Previous research on cultural differences in epistemological beliefs and thought systems (Nisbett, 2003;Nisbett, Peng, Choi, & Norenzayan, 2001) and learning styles (Barmeyer, 2004;Holtbrügge & Mohr, 2010;Joy & Kolb, 2009) suggests expatriates may experience paradoxical tensions on how to embrace and integrate cultural differences in thought systems and learning styles during their learning process in a cross-cultural context. They may also experience paradoxical tensions between exploration and exploitation associated with the learning process and knowledge building during their international assignments (March, 1991). ...
... Literature on learning styles (Barmeyer, 2004;Holtbrügge & Mohr, 2010;Joy & Kolb, 2009;) suggests expatriates may experience tensions regarding how to integrate their original learning styles and the revised styles in response to the learning demands of the new host context. Related to this, Kolb (1984) argued that the flexibility of a person's learning style is related to the degree to which he or she integrates the dual dialectics of the learning process: experience vs. abstraction and reflection vs. action. ...
This conceptual paper bridges international management literature with paradox theory to contribute to a paradoxical perspective for understanding expatriate competence. Synthesizing the international management literature, we argue for a ‘both/and’ approach for expatriates to effectively engage with tensions in a dynamic and ever-changing international environment. Our discussions provide novel insights on salient paradoxical tensions across three areas, namely, expatriate learning, expatriate identity, and expatriate performance. We develop strategies to address those tensions and a theoretical model that delineates the interactions of these three areas for superior performance on international assignments. We contribute to the international management literature by drawing attention to the dynamic and enabling role of paradoxical tensions as facilitators of, rather than barriers to, the development of expatriate competence and superior performance on international assignments.
... In contrast, the Chinese believe in the relationships among beings, the importance of context, and constant change (Nisbett, 2004). Other culture researchers support the view that culture might be related to the development of learning styles, and culture acts as a powerful socialization tool (Barmeyer, 2004). Furthermore, the differences in cultural socialization tend to produce different learning styles or affect individuals' learning preferences (Yamazaki, 2005). ...
... For this, some researchers also had tried to find empirical evidence to support learning style differences based on cultural background (Joy & Kolb, 2009). Thus, in a series of comparative studies using different measurement tools, it had been reported that the culture had a significant effect on some of the demographic variables in learning style scales (Auyeung & Sands, 1996;Barmeyer, 2004;Boland et al., 2011;Dunn et al., 1990;Heffernan et al., 2010;Holtbrügge & Mohr, 2010;House et al., 2004;Joy & Kolb, 2009;Yamazaki, 2005). ...
... In another study, the Learning Style Inventory (LSI) (Dunn, Dunn, & Price, 1985) was used to compare the learning styles of primary-school-age American students from four different ethnicities (Dunn et al., 1990). However, it is noteworthy that the studies using the Learning Styles Inventory (LSI) developed by David Kolb were predominant among a series of studies focusing on cultural differences in learning styles by using different measurement tools such as these: for example, Auyeung and Sands (1996), Barmeyer (2004), Boland et al. (2011), Budeva et al. (2012), Çelikler (2020, Healey et al. (2005), Jaju et al. (2002), Maldonado-Torres (2011), Özdemir (2015, and Pokharel (2013). ...
This study examines the effect of culture on learning styles. The study sample consisted of undergraduate and graduate students, most of whom are foreign nationals, studying in different departments of Ondokuz Mayıs University in Samsun, Turkey. Based on the experiential learning theory (ELT), Kolb's Learning Styles Inventory (KLSI) was used as a data collection tool to define individual learning styles. By examining previous studies such as the Global Leadership and Organizational Effectiveness (GLOBE), the study focused on categorizing cultural differences. 193 participants from 35 different nationalities were included in one of three cultural clusters (The Middle East, Africa, and Central Asia). In the first part of the study, the dominant learning styles of each cultural cluster were evaluated based on Kolb's traditional 4 learning styles (diverging, converging, assimilating, and accommodating) and the new 9 learning styles (experiencing, imagining, reflecting, analysing, thinking, deciding, acting, balancing) defined in KLSI 3.2 and KLSI 4. It was analysed whether there was a statistically significant difference in the dominant learning styles among the cultural clusters. The results of the analysis showed that there was no significant difference among the cultural clusters according to 4 learning style classifications, whereas there were significant differences among the cultural clusters according to Kolb’s 9 learning style classifications. In the second part of the study, it was evaluated whether there was a significant difference among the cultural clusters according to the modes of grasping experience – concrete experience (CE) and abstract conceptualization (AC) – and two dialectically related modes of transforming experience—reflective observation defined in the ELT model. Keywords: learning style, Kolb learning style inventory (KLSI), culture, cultural dimensions, cultural clusters, higher education
... Communitarism is the main orientation towards common goals and objectives in France (Christoph, 2004). ...
The aim of this paper is to research the cultural dimensions of the Trompenaars and apply them within France. We will look at how these cultural dimensions manifest themselves in France. We will also explore the dimensions we have chosen in Azerbaijan and identify similarities and differences with France.
The main questions of the study are what cultural dimensions France includes and why? What cultural dimensions does Azerbaijan belong to and what are its similarities and differences with France.
... As a result, teachers' failure in recognizing the cultural differences of their students may lead to the latter's poor learning results and negative reactions to the instruction. In order to achieve learning effectiveness, it is necessary for teachers to understand students' learning styles and their cultural backgrounds (Barmeyer, 2004;Brown, 2001). Generally speaking, respecting EFL learners' cultural learning styles starts with an assessment of their learning-style preferences and an understanding of their native cultures. ...
Learning styles, as a key element of individual differences, have engaged more and more attention for it is found from the analysis of big data that awareness and appropriate manipulation of language learners’ learning styles can result in effectiveness in both teaching and learning. And judging from the cross-cultural perspective, culture or ethnicity exerts a great influence on learning styles. Thus, it is adovocated that language learners’ learning styles should be respected in order to achieve effectiveness in teaching and learning as well.
