Literature Review Example

The following example literature review shows excerpts from a review of learning styles and learning behaviours:

Although all of the studies are based on applying Kolb’s (1984) model of Learning Style Inventory, they come to very different conclusions. For example, the Chinese are characterised as assimilators in Auyeung and Sands (1996), but as accommodators and convergers by Lam (1998) and, as both convergers and accommodators by Hanisch (2003), while Barmeyer (2000) views Indians as divergers. Jaju, Kwak and Zinkhan (2002) view Americans as both convergers and divergers. This inconclusive matrix is further evidence that the template of Western ‘inspired’ learning styles, American style learning and behavioural traits do not appear to relate to with non-Western cultures (Janes et al, 2004).

A second section explores key concepts in greater detail:

Subgroups

In the collectivist society, there are more likely to be ingroup/outgroups that form more rigid subgroups along class, gender or ethnic lines whereas the individualist society will not experience anything like the same degree of sub-group formation. Retention of face and group harmony are paramount. For example, in aviation, the safety of passengers is related to the strong suggestion of the influence of the power distance and collectivism on aviation safety. The suggestion is that pilots and co-pilots in collectivist societies operate in strict hierarchies. In a cockpit, a co-pilot is less likely to correct errors made by the pilot. Redding and Ogilvie (1984) and Ramsden (1985) make the observation about power distance affecting flight safety in their research. Helmreich and Merritt (1998) make a convincing case for including the culture factor in aviation safety research.

Conflict

The attitude to conflict differs between Western and Eastern cultures. The Western perspective is:

“Confrontations and conflicts should be avoided because it will impact negatively on the learning experience” (Hofstede, 2001).

This statement is expected in the West, yet the opposite can be true in the East. As the student is part of an ingroup, any punishment will impact on the ingroup as a whole. So shaming by invoking group honour has been found to be a useful way to positively adjust the behaviour of an individual.