By Yan Li
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Extra resources for Expatriate Manager’s Adaption and Knowledge Acquisition: Personal Development in Multi-National Companies in China
2002). Research results indicated that the updated versions largely addressed earlier concerns related to measurement validity (Mainemelis et al. 2002). However, researchers still pointed out several issues concerning data validity and ipsative measurement of the revised model of the learning style inventory. Reynolds (1997) claim that Kolb’s experiential learning theory is in decontextualizing learning the concept of style which may provide a discriminatory basis for dealing with difference in gender or race.
Kolb’s experiential learning theory emphasizes the central role of the experiences and the individual. Since the experiential learning theory (ELT)’s ﬁrst statement in 1971 (Kolb 1971, cited in Kolb 1986), there have been many studies using ELT to advance the theory and practice of experiential learning. The July 2005 update of the Experiential Learning Theory Bibliography (Kolb and Kolb 2005) includes 1876 studies. Because Experiential Learning Theory is a holistic theory of learning that identiﬁes learning style differences among different academic specialties, it is not surprising to see that ELT research is highly interdisciplinary, addressing learning and educational issues in many areas.
3 Experiential Learning Theory 39 There have been many empirical studies about the relationship between adaptive flexibility and self-development. Kolb (1984) investigated the relationship between adaptive flexibility as measured by the Adaptive Style Inventory (ASI) and the level of ego development as measured by Loevinger’s sentence completion instrument. In his study, there was a signiﬁcant positive relationship between total adaptive flexibility and ego development level. Moreover, most of this co-variation in adaptive flexibility occurred in reflective observation and abstract conceptualization.