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The Rise of the Creative Class

Public Management Reform. A Comparative Analysis

Educational Administration: Theory, Research, and Practice

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Engaged Scholarship: A Guide for Organizational and Social Research

In line with increased attention on the application of cognitive approaches to industrial, work and organizational psychology, the last 40 years have witnessed a growing interest in application of the cognitive style construct to the field of business and management. The purpose of this paper is threefold. First, we wish to advance understanding of cognitive styles research by elucidating trends and perspectives related to business and management. Second, we identify gaps in the literature and promising areas of research that can be further developed. This is accomplished by means of a review of papers published between 1969 and 2009. Eight themes emerged from our analysis: (a) vocational and occupational issues; (b) national culture; (c) teamwork and interpersonal relationships; (d) learning; (e) decision making; (f) creativity, innovation and entrepreneurship; (g) sales and marketing; and (h) management information systems, information management and use. Third, we identify valid and reliable methods of assessment of cognitive style for use in business and management settings. Finally we draw a number of conclusions regarding the current state of cognitive styles research and promising directions for future research.

Role of Cognitive Styles in Business and Management: Reviewing 40 Years of Research

The authors describe the development and validation of the Cognitive Style Indicator (CoSI) using 3 diverse samples (N = 5,924; N = 1,580; and N = 635). Reliability, item, and factor analyses demonstrated the internal consistency and homogeneity of 3 cognitive styles: knowing, planning, and creating. The authors also found substantial support for the instrument's convergent and discriminant validity by including other cognitive style instruments and personality and academic performance measures in the validation process. Criterion-related validity was confirmed by examination of the relation between these cognitive styles and work-related characteristics. The main contributions of this study are (a) the further refinement of the analytic-intuitive cognitive style dimension by splitting the analytic pole in a knowing and a planning style and (b) the development of a valid and reliable cognitive style instrument for use in organizations.

Development and validation of the Cognitive Style Indicator

In this paper, we aimed to get more insight into what typifies Flemish entrepreneurs. Therefore, we compared entrepreneurs with non-entrepreneurs for five characteristics (tolerance for ambiguity, self-efficacy, proactive personality, locus of control, need for achievement) and for cognitive styles. Additionally, we used these trait and cognitive characteristics to predict variances in entrepreneurial orientation (EO). We found that entrepreneurs (n = 177) score significantly higher on all traits than non-entrepreneurs (n = 60). For the cognitive styles (measured with the Cognitive Style Indicator), we found that non-entrepreneurs score higher on the knowing and planning style. No differences were found for the creating style. With regard to the link between the entrepreneur's profile and EO, we found a significant contribution of tolerance for ambiguity and proactive personality to EO.

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The Hunt for the Heffalump Continues: Can Trait and Cognitive Characteristics Predict Entrepreneurial Orientation?

The cognitive and learning styles research domain is a highly complex one which has recently been the focus of rigour–relevance debates (Coffield et al. 2004; Evans and Sadler-Smith 2006; Rayner 2006). There is considerable support for the existence and value of style as a construct (Sternberg 1996) even though further work is needed to evidence greater impact on practice. This paper shares the work and experiences of one international research community – the European Learning Styles Information Network (ELSIN) and its attempts to advance understanding of the theory and application of cognitive and learning styles in higher education and other contexts. In so doing it highlights the principles around the development, collation and integration of research as exemplified by the ELSIN experience and considered by other research domains in higher education. Future directions for cognitive and learning styles research within the context of higher education are outlined along with the role of ELSIN in highligh...

Learning in higher education – how cognitive and learning styles matter

There is currently considerable interest in the key elements of person–environment fit to understand vocational behaviour and to develop strategic human resource management practices. In the light of this interest, we wanted to investigate (1) whether people within similar functions have similar cognitive styles, and (2) what the consequences of cognitive (mis)fit are on three work attitudes, using two large-scale databases (N = 24,267 and N = 2,182). We identified a knowing-oriented cognitive climate in finance, information technology (IT), and research and development (RD a planning-oriented cognitive climate in administrative and technical and production functions; and a creating-oriented cognitive climate in sales and marketing functions and general management. Furthermore, we found that the relationship between people's cognitive styles and work attitudes (i.e., job satisfaction, job search behaviour, and intention to leave) does not depend on the cognitive climate in which they work. Ho...

Eva Cools

Papers

Role of Cognitive Styles in Business and Management: Reviewing 40 Years of Research

Development and validation of the Cognitive Style Indicator

The Hunt for the Heffalump Continues: Can Trait and Cognitive Characteristics Predict Entrepreneurial Orientation?

Learning in higher education – how cognitive and learning styles matter

Cognitive styles and person–environment fit: Investigating the consequences of cognitive (mis)fit