The Learning Style Inventory Debate Revisited; an Empirical Assessment of the Construct Validity Issue Related to Experiential Learning Theory

Abstract

Literature review indicates that a debate is currently going on as to the soundness of Kolb’s experiential learning theory and the usefulness of its operational measurements, as performed by the Learning Style Inventory (LSI) instrument. In view of the growing importance of experiential learning/teaching processes in the business disciplines and the consequent pervasive utilization of Kolb’s LST for clinical assessment and diagnosis, it is most crucial that an acceptable resolution of the debate be reached. This paper empirically evaluates the construct validity dimensions of experiential learning theory against Jungian theory of personality types to which Kolb’s theory is conceptually linked.