The effect of students' cultural values on the teacher-driven learning style preference

This study examined the relationship between business students' cultural values profile and the Teacher-Driven learning preferences of 364 higher education business students from Victoria University, Melbourne Australia. Two empirically driven inventories were used: Robertson and Hoffman's (2000) Cultural Values Scale, derived from the work of Hofstede (1980, 1991, 1998), and Honey and Mumford's (1992) Learning Style Questionnaire, derived from Kolb's (1974, 1976) theoretical framework. A major finding of this study was that high Masculinity, high Confucian, high Uncertainty Avoidance and high Collectivism ratings form the characteristics of the Teacher-Driven learning style.