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The purpose of this paper is to examine the use, construct, and pervasiveness of learning styles theory. Whilst extant literature has provided educational theorists with a temporal landscape for promoting or critiquing the surfeit of “models” and “diagnostic tools”, there has been little empirical research evidence undertaken on the adoption and adaptation of learning styles in the e-Learning environment, especially in respect of personalised learning environments (PLEs). In this respect, evidence identifies that the more thoroughly instructors understand the differences in learning styles, the better chance they have of meeting the diverse learning needs of their learners.

The paper provides a critical review of the development of learning styles inventories and instruments of learning styles. It focuses specifically on the reliability, validity, and rubrics behind these models. A positivist stance was adopted, using a structured case study methodology with learners as the main unit of analysis. This was undertaken to statistically explore and confirm the validity and reliability of a Diagnostic Questionnaire (DQ).

A new Diagnostic Learning Styles Questionnaire was developed based upon the amalgamation of three existing models of learning styles (Kolb; Honey and Mumford; and Felder and Silverman). Research findings identified four principal learning styles categories (A, B, C, D). These are supported by Cronbach's α results ranging from 0.57 to 0.80 for the learning styles within the DQ, which provides new insight into these relationships.

This research suggests that improved construct validity can be achieved if relationships are fully understood. However, research findings need to be countered by extending the embedded case study presented in this paper to include other case studies for comparison (within this context). Further research is also needed on examining learner traits in more detail with a wider data set.

The DQ can be used to explore different approaches to use in learning environments. Specifically, it allows training providers to understand the nuances and dependencies associated with learner styles, behaviour, learner effectiveness, and motivation.

This paper uncovers new understanding on the learning process and how this links to pedagogy and learning styles. It presents a mechanism for embedding a DQ into a PLEs.

The purpose of this paper is to present a conceptual model for a PLE prototype, specifically incorporating learning styles for the UK construction industry.

The initial research methodology approach adopted for this paper embraced the distillation of core research material gathered from a detailed literature review. The literature review encompassed the needs and importance of developing a PLE prototype, and used as a context learning styles for the UK construction industry. A qualitative approach was used in this research, as this was considered more suitable for studying social and cultural phenomena. This paper explores the relationship between pedagogy and technology in the context of the design and implementation of a PLE. The implementation framework for the PLE adopted the principles of the “Collaborative System Design” approach as identified by the Advanced Distributed Learning (ADL) Initiative Guidelines.

This paper describes the development phases of the PLE prototype incorporating learning styles. This prototype incorporates a learning style inventory – known as the diagnostic questionnaire which was developed based on the amalgamation of three existing models of learning styles defined from a detailed synthesis of the literature – namely the Kolb's model of learning styles, Honey and Mumford's model of learning styles and the Felder and Solomon's model of learning styles.

This paper is a very useful source in developing a learning style inventory and a PLE prototype incorporating learning styles.

This paper aims to introduce the concepts and key issues surrounding the development of personalised learning environments.

This is a distillation of core research material gathered from a detailed literature review covering the concepts and issues surrounding the development of personalised learning environments (PLE).

This paper finds that most e‐learning applications are rather static and represent a generic approach to tutoring. Therefore, by default, they do not fully embrace learners' needs (i.e. learning styles). This paper also highlights key issues of incorporating learning styles into a PLE; and, has identified a “roadmap” for shaping and identifying the rubrics for further work in this field.

This paper is a very useful source in developing a PLE incorporating learning styles for learners.

This paper discussed quantifying architect, engineer and contractor (AEC) professionals' cross-work culture productivity by comparing between Malaysian and United Kingdom (UK) projects during industrialized building project delivery. This study addressed the second part of a mixed method research design study.

This study hypothesized that with understanding of cultural work knowledge between professionals during design phase coupled with competent technological support, productivity can be improved. It utilized Cognitive Organizational Theory (COT) protocols to test conceptual models in SimVision®. Organizational structure, project intensity, and statistical validations parameters were performed to obtain the reliability and generalization of the result.

This study found that with Building Information Modeling (BIM) technology intervention, the handling of exception, coordination and decision-making time could be improved, resulting in better project performances. The result also indicated that in choosing organizational fit, national culture factor needed to be considered; otherwise, organizational change would be unacceptable. By changing the operational process from intensive to reciprocal task intensity with BIM technology intervention, the effect on productivity would be similar to changing hierarchical organizational structure to flatter organizational structure.

Project discrepancies issues are limitedly discussed due to companies' confidentiality. The paper only focuses on understanding the effects of human factors during the integrated project delivery phase.

The findings could support developing countries' professionals to collaborate effectively with developed countries' professionals.

The development of the project's cultural knowledge experimentations will provide guidance to teams involved in international projects from developed and developing countries in pursuing joint ventures in project deliveries in either country successfully.

Quantity surveying is a profession that blends engineering, construction and economics. To be competent is to have the ability to apply the set of related knowledge, skills and abilities to perform a task effectively. This paper examines the competency requirements for quantity surveyors (QSs) in the face of changing and increasing client needs.

Based on a detailed meta-analysis of the literature, 12 basic/core and 16 evolving competencies are identified. Primary data were gathered through a field survey involving practicing QSs from client, consultant and contractor organisations, and university students undertaking QS programmes in Malaysia. The data obtained were analysed using both descriptive and inferential statistical tools.

The significance of the basic/core and evolving competencies are presented. Overall, the most important contemporary skills are cost planning, valuation of works, measurement/quantification and contract documentation. The evolved roles require expertise in communication and negotiation, ethics and professional conduct and value management. The analysis of variance (ANOVA) indicates there are misaligned expectations of the proficiency levels needed to provide contemporary and future services between practitioners in client/consultant organisations, contractors and new generation students.

The findings provide guidance on the education, training and practice of quantity surveying to deal with emerging challenges in the dynamic built environments in Malaysia and beyond.

Entrepreneurship is a process of learning. The entrepreneurial learning process incorporates a cumulative series of multifaceted entrepreneurial experiences, which generally involve the development of new insights and behaviours. This study aimed to determine whether entrepreneurial experience has an influence on the preferred learning styles of students. The study also investigated the appropriateness of the Reduced Kolb Learning Style Inventory as a measuring instrument.

The study was conducted on 586 male and 690 female students from South Africa (n = 1042) and Norway (n = 244). The Reduced Kolb Learning Style Inventory, making use of principal correspondence analysis, was used to determine the preferred learning styles, while the students' level of entrepreneurial experience was captured by items addressing prior entrepreneurial experience.

The analysis revealed a simpler measure of students' preferred learning styles, comprising a total of 12 items with three items per learning style. The study revealed that the preferred learning style was more important for students who had entrepreneurial experience than for those with less entrepreneurial experience. If students with entrepreneurial experience have stronger concerns for how they learn, it contributes to the understanding of the content of entrepreneurial learning.

A modified Reduced Kolb Learning Style Inventory resulted in a concise instrument measuring students' preferred learning style in adherence to Kolb's work and evidenced its usefulness. This study contributes to a field that has been under-researched, related to the association between students' past and current entrepreneurial experience and their learning style preference, and aims to bridge the two research fields. This research explores these links and points to how these insights could inform entrepreneurship education.