Preface -- PART 1: INDIVIDUAL LEARNING. Cultural differences in learning approaches; Tempelaar, Bart Rienties, Bas Giesbers, Sybrand Schim van der Loeff -- Learning Styles and VSC Modules: A Statistical Analysis of Perceived and Actual Effectiveness; Don Cyr -- The crucial role of the supervisor in supporting employees’ use of a personal development plan: An exploratory intervention study; Simon Beausaert, Mien Segers , Anniek van den Berge, Jeannette Hommes, Wim Gijselaers -- PART 2: GROUP LEARNING. Bringing Virtual Teams and Cross-Cultural Business Education into the Classroom; Rémy Magnier-Watanabe, Caroline Benton, Harald Herrig, Olivier Aba -- An Evaluation Model for Collaborative Online Courses: The impact of knowledge sharing and communication climate; Therese Grohnert, Katerina Bohle Carbonell, Amber Dailey-Hebert, Mien Segers -- MBA Applied Research Projects: authentic learning for the hospitality industry; Peter Juskiw and Lyn Glanz -- Student experiences of self-reflection and peer assessment in providing authentic project based learning to large class sizes; Bart Rienties, Anthony Willis, Peter Alcott, Emma Medland -- Perspectives and practice: Facilitating the learning of the 21st century manager; Kristen Reid, Sarah Robinson, and Paul Quintas -- Survival Lessons: Academic Continuity, Business Continuity & Technology; Claudine Schweber.  .

This book tackles the latest challenges in education in the business sector, outlining how the students of the future must be taught to adapt to a highly fluid business environment in which their ability to acquire new skills and collaborate with others is more important than possessing facts. Taking its cue from the growing body of theory advocating multi-faceted and often multilingual education, the book focuses on ‘competences’ and collaborative, team-oriented, project-based learning. Beginning with a set of studies on the differences in individual learning and ways of supporting students, the volume moves on to a collection of papers on learning at the level of the group, which include material on team learning, and the sharing of knowledge in problem-based learning. The editors view these factors in education as an inevitable feature of pedagogy, reflecting the fact that knowledge, and its acquisition, is increasingly collaborative in our working lives, and especially in business. A final section applies the principles developed in the first two parts at an organizational level, evaluating the enormous implications these developments in our ideas about learning have for the educational institutions charged with teaching future generations. Combining research and theory with practical factors in business education and training, the volume provides wide-ranging perspectives on developing best practice in the sector.