An alternative approach to analyze ipsative data. Revisiting experiential learning theory
| dc.contributor.author | Batista-Foguet, Joan M. | |
| dc.contributor.author | Ferrer Rosell, Berta | |
| dc.contributor.author | Serlavós, Ricard | |
| dc.contributor.author | Coenders, Germà | |
| dc.contributor.author | Boyatzis, Richard E. | |
| dc.date.accessioned | 2018-06-15T08:29:25Z | |
| dc.date.available | 2018-06-15T08:29:25Z | |
| dc.date.issued | 2015 | |
| dc.description.abstract | The ritualistic use of statistical models regardless of the type of data actually available is a common practice across disciplines which we dare to call type zero error. Statistical models involve a series of assumptions whose existence is often neglected altogether, this is specially the case with ipsative data. This paper illustrates the consequences of this ritualistic practice within Kolb's Experiential Learning Theory (ELT) operationalized through its Learning Style Inventory (KLSI). We show how using a well-known methodology in other disciplines—compositional data analysis (CODA) and log ratio transformations—KLSI data can be properly analyzed. In addition, the method has theoretical implications: a third dimension of the KLSI is unveiled providing room for future research. This third dimension describes an individual's relative preference for learning by prehension rather than by transformation. Using a sample of international MBA students, we relate this dimension with another self-assessment instrument, the Philosophical Orientation Questionnaire (POQ), and with an observer-assessed instrument, the Emotional and Social Competency Inventory (ESCI-U). Both show plausible statistical relationships. An intellectual operating philosophy (IOP) is linked to a preference for prehension, whereas a pragmatic operating philosophy (POP) is linked to transformation. Self-management and social awareness competencies are linked to a learning preference for transforming knowledge, whereas relationship management and cognitive competencies are more related to approaching learning by prehension. | ca_ES |
| dc.description.sponsorship | The authors want to acknowledge the support of the Spanish Ministry of Sciences and Innovation (MICINN) research project EDU2010-15250 “Emotional and Social Competencies Development Program” within the European Higher Education Area. Spanish Health Ministry Grant CB06/02/1002 funding the research group “Epidemiology and Public Health (CIBERESP).” Catalan Autonomous Government Consolidated Research Groups: Grant 2014SGR582 funding the research group “Leadership Development Research Centre (GLEAD)” and Grant 2014SGR551 funding the research group “Compositional and Spatial Data Analysis (COSDA).” | ca_ES |
| dc.identifier.doi | https://doi.org/10.3389/fpsyg.2015.01742 | |
| dc.identifier.idgrec | 023391 | |
| dc.identifier.issn | 1664-1078 | |
| dc.identifier.uri | http://hdl.handle.net/10459.1/64514 | |
| dc.language.iso | eng | ca_ES |
| dc.publisher | Frontiers Media | ca_ES |
| dc.relation | info:eu-repo/grantAgreement/MICINN//EDU2010-15250/ES/PROGRAMA DE DESARROLLO DE COMPETENCIAS SOCIALES Y EMOCIONALES EN EL CONTEXTO DEL ESPACIO EUROPEO DE EDUCACION SUPERIOR/ | |
| dc.relation.isformatof | Reproducció del document publicat a https://doi.org/10.3389/fpsyg.2015.01742 | ca_ES |
| dc.relation.ispartof | Frontiers in Psychology, 2015, vol. 6, núm. 1742, p. 1-10 | ca_ES |
| dc.rights | cc-by (c) Batista et al., 2015 | ca_ES |
| dc.rights.accessRights | info:eu-repo/semantics/openAccess | ca_ES |
| dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | * |
| dc.subject | Ipsative data | ca_ES |
| dc.subject | Kolb’s Learning Style Inventory (KLSI) | ca_ES |
| dc.subject | Compositional data analysis (CODA) | ca_ES |
| dc.subject | Emotional and social competencies | ca_ES |
| dc.title | An alternative approach to analyze ipsative data. Revisiting experiential learning theory | ca_ES |
| dc.type | info:eu-repo/semantics/article | ca_ES |
| dc.type.version | info:eu-repo/semantics/publishedVersion | ca_ES |