Building Humanistic Business Schools by Fostering Students’ Learning Style Versatility as a Key Learning Outcome – Empirical Evidence from India

Abstract

Business environments are becoming increasingly challenging. Disruptions, permacrisis, AI-related revolutions, deglobalization, supply chain shocks, and further adversity drivers render it increasingly difficult for graduates of business schools and their organisations to succeed. Learning abilities in general and learning style versatility are proposed as a crucial coping mechanism. Learning style versatility refers to the ability to learn effectively relying on multiple modes. Adopting a qualitative research design, this study explored the qualitative aspects of how students view on learning style versatility and its development. Two primary drivers of dynamics emerged from 17 in-depth interviews. Classroom environments matter, especially their degree of functionality. In addition, the involved actors, including students and further supporters of the learning journeys, make a difference. Students either adopt a rather fatalistic or transformational stance towards learning opportunities. Further individuals complementing the learning equally show diverging degrees of supportiveness. This study proposes the first grounded theory on how learning style versatility emerges. Gained insights can inspire improvements in learning in business schools and beyond.