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An investigation of variance in lear...

Klar, Elisabeth A.

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An investigation of variance in learning styles among a multi-generational workforce: Implications for management education curriculum.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An investigation of variance in learning styles among a multi-generational workforce: Implications for management education curriculum./
Author:	Klar, Elisabeth A.
Description:	125 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-10(E), Section: A.
Contained By:	Dissertation Abstracts International74-10A(E).
Subject:	Education, Business. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3564286
ISBN:	9781303130441

An investigation of variance in learning styles among a multi-generational workforce: Implications for management education curriculum.
Klar, Elisabeth A.

An investigation of variance in learning styles among a multi-generational workforce: Implications for management education curriculum. - 125 p.

Source: Dissertation Abstracts International, Volume: 74-10(E), Section: A.

Thesis (Ph.D.)--Capella University, 2013.

The body of literature on generational theory reflects differences among generational groups in the constructs of values, attitudes and personality. While scholars have theorized learning styles vary based on membership in a generational group, very little empirical research has been conducted on the phenomenon of generational learning. This quantitative, comparative study investigated the distribution of learning styles among generational groups to identify if differences exist among Millennial, Generation X and Baby Boomer workers. Kolb's Learning Style Inventory version 3.1 was utilized to gather learning style data from over 200 U.S. full-time workers employed in the retail industry (N=228). The study's findings reflected no differences in learning styles among generational groups. Additionally, no differences were found within generational groups due to gender, education level or ethnicity. Despite no differences being found, the results of this study inform the practice of management education faculty, administrators, and workplace learning practitioners. Practitioners are cautioned on stereo-typing or labeling learning styles of generational groups. A further understanding of individual differences in learning style within today's diverse student population will enable educational practitioners to design, develop, and implement successful, balanced instructional strategies that are appealing to an array of learning styles.

ISBN: 9781303130441Subjects--Topical Terms:

1017515
Education, Business.

An investigation of variance in learning styles among a multi-generational workforce: Implications for management education curriculum.
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100 1 $a Klar, Elisabeth A. $3 2049805
245 1 3 $a An investigation of variance in learning styles among a multi-generational workforce: Implications for management education curriculum.
300 $a 125 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-10(E), Section: A.
500 $a Adviser: Maudie Gallop Holm.
502 $a Thesis (Ph.D.)--Capella University, 2013.
520 $a The body of literature on generational theory reflects differences among generational groups in the constructs of values, attitudes and personality. While scholars have theorized learning styles vary based on membership in a generational group, very little empirical research has been conducted on the phenomenon of generational learning. This quantitative, comparative study investigated the distribution of learning styles among generational groups to identify if differences exist among Millennial, Generation X and Baby Boomer workers. Kolb's Learning Style Inventory version 3.1 was utilized to gather learning style data from over 200 U.S. full-time workers employed in the retail industry (N=228). The study's findings reflected no differences in learning styles among generational groups. Additionally, no differences were found within generational groups due to gender, education level or ethnicity. Despite no differences being found, the results of this study inform the practice of management education faculty, administrators, and workplace learning practitioners. Practitioners are cautioned on stereo-typing or labeling learning styles of generational groups. A further understanding of individual differences in learning style within today's diverse student population will enable educational practitioners to design, develop, and implement successful, balanced instructional strategies that are appealing to an array of learning styles.
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