Comparing learning styles of Western and Eastern students in postgraduate design management programmes

Busayawan Lam; Youngok Choi

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Comparing learning styles of Western and Eastern students in postgraduate design management programmes

机译：在研究生设计管理课程中比较西方和东方学生的学习风格

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As design management programmes in the UK have become multicultural and multinational, there is a need to make sure that teaching and learning strategies are relevant and effective for all groups of students. In the present study, Western and Eastern students' preferences for particular learning styles were compared to find out whether there were any differences. Three sets of questionnaires were distributed to three groups: current students, recent graduates and lecturers/ programme directors. Teaching multicultural and multinational groups of students was considered challenging by most staff. Nevertheless, there was no significant difference in terms of learning style. Interestingly, the majority of design management students (both Western and Eastern) adopt the converging approach (learning by doing and thinking), as most of them are interested in the application of theories and in practical coursework. There were minor differences in their preferences for teaching and learning activities. While some tasks (e.g. expert interviews) came naturally to Westerners, Easterners needed more time to become familiar with them, and vice versa.

机译：随着英国的设计管理计划已成为多元文化和跨国公司，有必要确保教学策略对所有学生群体都是相关且有效的。在本研究中，比较了西方和东方学生对特定学习方式的偏好，以发现是否存在任何差异。将三套问卷分为三组：在读学生，应届毕业生和讲师/课程主任。大多数员工都认为对多元文化和跨国学生群体进行教学是具有挑战性的。然而，在学习风格上并没有显着差异。有趣的是，大多数设计管理专业的学生（西方和东方）都采用融合方法（边做边学），因为他们中的大多数人对理论的应用和实际的课程工作都感兴趣。他们对教与学活动的偏好略有不同。尽管某些任务（例如专家访谈）是西方人很自然的事情，但东方人需要更多的时间来熟悉它们，反之亦然。

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《International Journal of Mechanical Engineering Education》 |2013年第4期|282-288|共7页
作者
Busayawan Lam; Youngok Choi;
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作者单位

School of Engineering and Design, Brunei University, UK;

School of Engineering and Design, Brunei University, UK;

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原文格式 PDF
正文语种 eng
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关键词
design management education; learning style; multinational education;

机译：设计管理教育;学习方式;跨国教育;

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7. Decision-making is the process of analyzing information about a problem situation and comparing it to a specific conclusion in order to solve a specific problematic (Yıkılmaz, 2001; Miller and Byrnes, 2001). Decision-making styles are a mechanism that is influenced by the internal and external conditions that determine the direction of the decisions of the individual, the content of the decision-making process, and the outcome of the decision-making process (Payne, Bettman and Johson, 1993; Bavol’ár and Orosová, 2015). ACT is a contemporary member of the Cognitive Behavioral Therapy family. ACT (Acceptance and commitment therapy) has both similar and different directions with Behavioral Therapies and Cognitive Therapies (Herbet and Forman, 2011; Hayes, 2004). KKT responds to classical behavioral treatments using both existential and cognitive approaches in the analysis of behavior. KKT is a science wing that tries to solve human problems with a wider perspective aimed at solving problematic human behaviors (Plumb, Stewart, Dahl and Lundgren, 2009). It is seen that there is very little research about the new approach of ACT approach when the aiming country of our country is screened and it is thought that our country will contribute to the field of psychological counseling with the work done. In the scope of the research, experimental and control groups and preliminary test, post-test and follow-up measurements of 2x3 experimental design were used. The study's study group consists of a total of 24 (12 experimental and 12 control groups) university students studying in different departments and levels, continuing their education in the academic year of 2015-2016 in Ağrı province and İbrahim Chechen University in 2015-2016 academic year. The average age of participants in the experiment and control group is 20. There were 12 participants in the experimental group, 7 female and 5 male, and 12 participants, 7 female and 5 male in the control group. Personal Information Form and Decision Making Style Scale prepared by the researcher were used in the research. In order to decide on the tests to be used in the course of analyzing the data, the scores of the participant's Decision Styles Scale pre-test, which are placed primarily in the experimental and control groups, it was analyzed whether the basic expectations of parametric tests were answered. As a result of the analysis made, the scores, skewness and kurtosis coefficients obtained from the Decision Making Styles Scale were given to the experimental and control groups. It was determined that the distribution was normal in the result of Shapiro-Wilk test, in which the skewness and kurtosis coefficients of each sub-scale were ranked between -1 and +1. Participants in the experimental and control groups; homogeneity test results for decision-style pre-test measurements indicate that the data are homogeneous. According to the results of the Mauchly Globalness Test, it has been determined that working supports the hypothesis. It was determined that there was no significant difference between the pre-test scores obtained from dependent decision-making style of experiment and control groups, but the test group showed lower mean scores at the significant level within the scores of post-test and follow-up tests. Therefore, it can be said that the ACT-oriented psychoeducation program applied to the experimental group reduces the dependent decision-making style scores from the decision style sub-dimensions and the psychoeducation program has a lasting effect. It was determined that there was no significant difference between pre-test, post-test and follow-up scores obtained from the Spontaneous-Instant Decision Style of experiment and control groups. Thus, it can be said that this situation does not cause a significant difference in the Spontaneous-Decision-Making Style scores from the decision style sub-dimensions of the ACT-oriented psychoeducation program applied to the experimental group. The ACT -oriented psychoeducation program had a decline in the intuitive decision-making styles of the individuals, but this decrease did not create significant differences. Thus, it can be said that this situation does not make a meaningful difference in the intuitive decision style scores from the decision style sub-dimensions of the KKT oriented psychoeducation program applied to the experimental group. The pre-test scores obtained from the rational decision-making style of the experimental and control groups showed that there was a difference between the post-test and the follow-up scores, but this difference was not significant. As a result of the analysis, it was determined that the test group had higher levels of rational decision style than the pre - test scores in the post test and follow - up scores, whereas the post test and follow - up test scores in the control group rational decision style showed a decrease compared to the pre - test scores. the pre - test scores. Decision-making Styles Scale Avoidant Decision Making As a result of the analysis of the mean scores of the subscale scores of pre-test, post-test and follow-up measures, the group effect was found to be insignificant. It was determined that the experimental and control groups differed significantly from the pre-test scores obtained from the avoidant decision-making style but did not show any significant change within the scores of the post-test and follow-up tests. [O] . mustafa ercengiz, ali haydar şar 2018

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Comparing learning styles of Western and Eastern students in postgraduate design management programmes

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