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Vol. 6, No. 2. ISSN: 1473-8376 www.heacademy.ac.uk/hlst/resources/johlste

PRACTICE PAPER

Activist, Pragmatist, Reflector or Theorist? In Search of Postgraduate Learning Styles in Tourism and Hospitality Education
Rong Huang (rong.huang@plymouth.ac.uk) and Graham Busby (gbusby@plymouth.ac.uk) University of Plymouth, Plymouth Business School, Plymouth, Devon PL4 8AA ©Journal of Hospitality, Leisure, Sport and Tourism Education

Abstract
Provision of higher education for international students has become an important source of income for British universities. These students have attracted some research attention. This paper considers the learning styles adopted by postgraduate students at one British higher education institution. It is based on their approaches to a specific assignment relating to Krakow, Poland, and utilises multiple methods of data collection. Results from utilising the Learning Styles Questionnaire are presented and tentative conclusions drawn. It is argued that a didactic approach is not sufficient on its own and that assignments need to play to the individual’s personal characteristics where possible. Keywords: Learning styles; International students

Introduction
The provision of education and training services for people from overseas has become an increasingly important source of income for certain countries, including the UK (Mazzarol, 1998; Mazzarol and Soutar, 1999; 2002). International and particularly non-EU students have inevitably attracted attention from academics in various subject areas. There were 74,235 international students (UKCOSA, 2006) who embarked on full-time ‘taught’ postgraduate programmes in 2003-04, compared to 30,205 UK-domiciled students (HESA, 2006): a ratio of more than 2 to 1. It is not the purpose of this paper to examine why this might be the case, although it is noted that a large proportion of non-EU

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