They all do, however, share a decidedly Western orientation in style, outlook, methodology, and more; seldom are things viewed from the Chinese perspective, and consequently charges of a Eurocentric bias in Chinese philosophy as a field of study are unfortunately not without merit, increasing yet again the problems of interpreting them appropriately.
Table 2 Description of Learning Style Orientations (DeCapua and Wintergerst, 2005) Learning style orientation Questionnaire item 'Project Orientation' (PO) Q 2 I learn best in class when I can participate in related activities.
A linear regression was performed with learning style orientation (PO, GAO and IAO) as predictors of participation score, with the results showing that the PO orientation was a significant positive predictor of participation score in instructor group 1 (r 2 = .166, b = 6.873, StdE 2.933, sig < .050), and in instructor group 2 (r 2 = .322, b = 8.911, StdE 2.798, sig < .002).002
Learning style orientation.
'Group' learning style orientation.
'Project' learning style orientation.
'Individual' learning style orientation.
Fig. 1 Effect of learning style orientation on QPT performance pre- and post-semester.
Considering this notion, current research entails leader's entrepreneurial orientation as the style that can positively predict individuals' entrepreneurial orientation.
Fig. 3 No evidence of meshing in terms of QPT performance, learning style orientation, and participation/control groupings for instructor 1.
Wintergerst et al. (2003) define participants holding a project learning style orientation (henceforth 'PO') as 'learning best when involved in "hands-on" activities or when working with materials in a learning situation', while participants with a group learning style orientation (henceforth 'GAO') learn best when 'working with one or more students in a learning situation'.
