Solving Problems of Practice in Education

The authors identify and discuss the many complexities involved in the translation of scientific information in the social sciences into forms usable for solving problems of practice in education. As a means of appropriately handling these complexities and the issues that arise, they prescribe a series of stages to be followed from the advent of a practitioner's situational problem to the design of a response to it. They assert that unless the process of translation is conducted with the prescribed level of understanding, appreciation, and rigor, the application of knowledge will be inaccurate.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/68934/2/10.1177_107554708400600103.pd

The influence of individual cognitive style on performance in management education

This paper reports the outcomes of an empirical study undertaken to explore the possibility that cognitive style may be an important factor influencing performance on certain types of task in management education. Four hundred and twelve final-year undergraduate degree students studying management and business administration were tested using the Allinson-Hayes Cognitive Style Index. Their cognitive styles were then compared with assessment grades achieved for academic modules, the task categories of which were deemed to be consonant with either the wholist/intuitive or the analytic style of working. Overall ability defined by final degree grades was also tested against individuals’ cognitive styles. As expected, students whose dominant cognitive styles were analytic attained higher grades for long term solitary tasks involving careful planning and analysis of information. However, contrary to expectations, performance on tasks believed to be more suited to the wholist/intuitive style was also higher for analytic individuals, as was overall ability defined by final degree grades. The results were discussed in terms of the nature of the tasks and the need for methods of performance assessment that are independent of an orientation bias. Without this, it is argued, employment selection criteria may favour the wrong type of candidate in some circumstances