The study examined the integration of Creative Writing (CW) into Swedish upper-secondary education, focusing on enhancing student motivation and engagement. It was hypothesized that CW, by fostering autonomy, competence, relatedness, and enjoyment, could improve students' intrinsic motivation, and engagement, as guided by Self-Determination Theory (SDT). Given the frequent issue of student dropouts, there is a recognized need for teachers to identify effective strategies to increase students’ motivation. The researchers propose incorporating CW alongside traditional methods as a potential solution. By raising student motivation, this strategy hopes to boost academic achievement and lower dropout rates. The study incorporates CW in an attempt to make learning more motivating and interesting while also meeting the diverse needs of students. The study enlists a mixed-methods approach to investigate the effectiveness of a CW intervention. The intervention involved students creatively reimagining endings in classical literature, facilitated through digital resources to ensure broad access, and engagement. The effect of the intervention on student motivation was measured using surveys in a pre- and post-test design. In addition, semi-structured interviews were used to gather qualitative data. Results indicated that substantial improvements in students' enjoyment, motivation, and ability to express themselves were achieved, suggesting that CW can bridge traditional teaching methods, and contemporary educational demands. The study highlights the potential of integrating CW into curricula, proposing that such innovative pedagogical strategies can revitalize student engagement and foster a more dynamic, and enjoyable learning environment. These findings advocate for broader application and further exploration of CW within educational settings to enhance student motivation, and their engagement with literacy.

The Higher Education Institution and the Construction Industry are yet to define the most appropriate and effective design parameters for E-learning spaces. Those which exist, focus mainly on cost, budget and timely delivery i.e. the process only not the product. An effective approach to E-learning space design is needed to address the problems of space efficiency, effectiveness, quality, innovativeness, performance and client satisfaction. This study aimed to develop a novel methodology for e-learning space design, by investigating: the impact of e-learning on facilities and design; the impact of e-learning on the design of future spaces; the impact of blended learning on space design; designing for the learn anytime, anywhere paradigm; security issues of e-learning and e-learning space design, the levels of design risk in an e-learning infrastructure and inclusive design issues. A Grounded theory approach was used during initial desk studies, synchronized with a three part forum and pilot survey of 33participants. From this process, two hypotheses emerged; firstly, e-learning space design could affect users‘ learning outcomes and secondly that; user‘s learning requirements were different and varied. To investigate further, site based analyses of 11 HEI‘s, 10 interviews and subsequently a questionnaire survey was administered. Users‘ and stakeholders requirements and good examples of e-learning space design were identified. Data were analysed using a mixed-method research design approach. Three main constructs, Space design, Technology and the E-learning Space Design research focus (ELSD focus), emerged as significant components in the development of a novel framework for the design of e-learning spaces. The relationship between the components is such that the design of spaces with consideration of the ELSD research focus would ensure the effective identification, interpretation and delivery of users‘ requirement while maximising the benefits of the adoption of appropriate technology within HEI facilities. This was therefore proposed as the realistic framework/model for future design of E- learning Spaces in HEI campuses. The framework was adapted into a conceptual design guide to provide guidance for future space design. It is expected the study will support the HEI sector globally as it moves towards achieving best practice solutions to future E-learning space design in HEI campuses.

The survival rate and life expectancy of infants with complex health needs have increased overthe last decades, and this increases the number of families who have to care for such infants at home. These families seek support in the community setting, and supporting them has a positive impact on the well-being of both the parents and the infant. In South Africa the needs of these parents are not known, and this fact makes it difficult to adequately support them in the community. The aim of this study was to explore and describe the needs of parents of infants with complex health needs in the community setting. Two objectives were set to reach the aim mentioned above: 1) to critically appraise and synthesise the best available evidence on the support needs of parents of infants with complex health needs and 2) to explore and describe parents’ emic perspective on their support needs as parents of infants with complex health needs in a South African context. A sequential mixed method approach was utilised in two phases, here discussed in five chapters. In an attempt to meet objective one, the support needs of parents of infants with complex health needs were determined by means of an integrative literature review from studies obtained through computerised searches of several electronic databases, supplemented by checking reference lists and consultation with experts. This was followed by individual face-to-face interviews with the stated parents in three different settings. The latter addressed the second objective of the study, namely to provide an emic perspective on the support needs of parents of infants with complex health needs in a South African context. The integrative literature review described five main themes on the support needs of parents of infants with complex health needs: need for information, need for parent-to-parent support, need for professional support, need for self-confidence in the care of the infant and need for social support. All of these themes were confirmed in the South African context through the interviews with parents. However, South African parents added an additional theme: the need for normality. The final chapter offers an evaluation of the study and discusses study limitations and recommendations for nursing practice, education and research. / Thesis (MCur)--North-West University, Potchefstroom Campus, 2013.

The survival rate and life expectancy of infants with complex health needs have increased overthe last decades, and this increases the number of families who have to care for such infants at home. These families seek support in the community setting, and supporting them has a positive impact on the well-being of both the parents and the infant. In South Africa the needs of these parents are not known, and this fact makes it difficult to adequately support them in the community. The aim of this study was to explore and describe the needs of parents of infants with complex health needs in the community setting. Two objectives were set to reach the aim mentioned above: 1) to critically appraise and synthesise the best available evidence on the support needs of parents of infants with complex health needs and 2) to explore and describe parents’ emic perspective on their support needs as parents of infants with complex health needs in a South African context. A sequential mixed method approach was utilised in two phases, here discussed in five chapters. In an attempt to meet objective one, the support needs of parents of infants with complex health needs were determined by means of an integrative literature review from studies obtained through computerised searches of several electronic databases, supplemented by checking reference lists and consultation with experts. This was followed by individual face-to-face interviews with the stated parents in three different settings. The latter addressed the second objective of the study, namely to provide an emic perspective on the support needs of parents of infants with complex health needs in a South African context. The integrative literature review described five main themes on the support needs of parents of infants with complex health needs: need for information, need for parent-to-parent support, need for professional support, need for self-confidence in the care of the infant and need for social support. All of these themes were confirmed in the South African context through the interviews with parents. However, South African parents added an additional theme: the need for normality. The final chapter offers an evaluation of the study and discusses study limitations and recommendations for nursing practice, education and research. / Thesis (MCur)--North-West University, Potchefstroom Campus, 2013.

Why does it appall us if the CEO of a German prime bank lays off his employees despite sufficient revenue? Why do we feel contempt for Klaus Zumwinkel, a well-known tax evader? Why is Bill Gates admired for donating billions of dollars to a foundation? The answer to these questions appears to be remarkably simple: Because one seems wrong whereas the other right. More precisely, it is either morally right or morally wrong. This dissertation deals with emotions that arise when we assess peoples’ actions. Such emotions can be described as moral emotions. On the one hand, I am particularly interested in how these emotions are created. On the other hand, the consequences of identifying these emotions and therefore the function of moral emotions take on a significant role for me as well. I proceed on the assumption that these emotions have a mediating role for subsequent actions. Therefore, the key issues are why we experience the emotions we have and moreover, what is to be expected when we feel these emotions. Here, moral emotions are of major importance when transitioning from thinking to acting. Weiner (2006) and Rudolph, Roesch, Greitemeyer and Weiner (2004) previously described emotional reactions as mediating factors between cognitive processes (attributions) and subsequent behavior. Similar to this sequential model, moral emotions supposedly serve as a quick and efficient basis for decision-making regarding subsequent behavior as the heuristics advocated by Gigerenzer and Todd (1999). Here, moral emotions function as ‘heuristic cues’ that can channel our behavior. Even modern theories in computer and information science depict the human being as an “emotional machine” making use of emotionally driven programs in order to mediate between dynamic input factors from nature and adaptive output processes in terms of behavioral reactions. (Minsky, 2007) The methods of my research rely on a true role model: Charles Darwin. In his work “The Expression of the Emotions in Man and Animals” from 1872, Darwin also considered the question of what role emotions play and how they are created. Darwin (1872) proposed six potential methods to examine emotions in more detail (for an overview see Meyer, Schützwohl, & Reisenzein, 2008). Although Darwin mainly focused on the phylogenetic history and particularly dealt with the expression of mimicking as well as the congenital and inherited trigger conditions of emotional reactions, his findings and methods nevertheless were the role model for generations of emotion researchers and are still of great relevance (Izard, 1971, 1991, 1992; Lazarus, 1991a, 1991b, 1991c; Ortony, Clore, & Collins, 1988; Rudolph, Schulz, & Tscharaktschiew, 2013; Rudolph & Tscharaktschiew, 2014; Tomkins, 1963, 1962; Weiner, 2006). So far, Rudolph, Schulz and Tscharaktschiew (2013) have presented an empirically supported taxonomy of moral emotions and thereby have identified universally valid leading conditions of moral emotions. They are guided by attributional concepts as previously described by Heider (1958) in the context of his naïve analysis of action using forced-choice methods for selecting emotions with their subjects. Rudolph et al. (2013) divided moral emotions into emotions that assess one’s own actions (so-called actor emotions) or other people’s actions (so-called observer emotions). It becomes apparent that our moral identification of emotions depends on whether a) this action was considered as good or bad in terms of a moral standard, b) the goal of an action was or was not attained and c) the acting person made or did not make an effort in doing so. These dimensions are known as ought (a), goal-attainment (b) and effort (c). I am particularly interested in whether the dimensions discovered by Rudolph et al. (2013) will appear in autobiographical and free reports. Furthermore, I will examine more in depth the scenarios predicted by the theory and individual emotions in different test settings. All studies are conducted on an empirical basis using quantitative and qualitative methods that were previously applied by Darwin (1872) in modified form. First, I will examine whether the categories ought, goal-attainment and effort established by Rudolph et al. (2013) could be traced in recalled reports of emotional episodes using qualitative methods. Afterwards, extremely similar emotions will be distinguished in enhanced detail using a category system. Emotions such as anger, disgust and despite will be scrutinized in an experimental setting for the first time. It will be determined whether a sequential model of cognition emotion behavior already develops by the early stages using the complex emotions schadenfreude and sympathy with preschool children. For prisoners and people suffering from a personality disorder, the emotions of guilt and shame will be distinguished. In addition, the link to future behavior as well as neurological particularities of such groups of people will be taken into consideration. In my work, I will intensively scrutinize the category system assumed by Rudolph et al. (2013). Simultaneously, emotions that have been extremely similar or strongly connected thus far will be analyzed and described to a finer extent. Eventually, results will allow for a better understanding regarding the prediction of subsequent behavior.:Acknowledgments I Danksagung III Preliminary Remarks V Summary VI Zusammenfassung VIII List of Contents X List of Figures XII List of Tables XIV 1. Introduction 1 1.1. What is an Emotion? 1 1.2. The Case of Moral Emotions – Naïve Scientists and Everyday Judges 3 1.3. A Classification of Moral Emotions 4 1.4. Social Functions of Moral Emotions 7 1.5. Expanding a Coherent Theory of Moral Emotions – A Darwinian Perspective 9 1.6. Aims and Scopes / Overview of Several Chapters Within this Monograph 12 2. The Everyday Moral Judge – Autobiographical Recollections of Moral Emotions 17 2.1. Abstract 17 2.2. Introduction 18 2.3. Method 25 2.4. Results 29 2.5. Discussion 51 3. Emotional Disapproval – Cognitive and Social Determinants of Anger, Indignation, and Contempt 57 3.1. Abstract 57 3.2. Introduction 58 3.3. Method 64 3.4. Results 68 3.5. Discussion 77 4. Causes and Consequences of Schadenfreude and Sympathy: A Developmental Analysis. 81 4.1. Abstract 81 4.2. Introduction 82 4.3. Study 1: Goal-Attainment and Approach 87 4.4. Study 2: Type of Relation and Granted Benefit 98 4.5. Study 3: Valence of Behavior, Responsibility and Granted Benefit 105 4.6. Overall Discussion 116 5. Shame or Guilt – How Moral Emotions Affect the Probability of Relapse 119 5.1. Abstract 119 5.2. Outline 120 5.3. Testing the Relation of Emotional Reactions and Recidivism Rates in a Forensic Sample 127 5.4. Shame and Guilt as Predictors for Recidivism 131 5.5. Practical Implications and Outlook 135 6. Psychopathy and Spatial Abilities – Reduced Navigation-Performance as a Result of Structural Brain Changes? 139 6.1. Abstract 139 6.2. Introduction 140 6.3. Method 145 6.4. Results 151 6.5. Discussion 156 7. Overall Discussion 159 7.1. Implications for a Theory of Moral Emotions 159 7.2. A Few Concluding Remarks and Outlooks 163 8. References 165 9. Curriculum Vitae 186 10. Scientific Publications 190 10.1. Paper, Books, Book Chapter 190 10.2. Presentations, Talks 192 / Wieso empört es uns, wenn der Vorstandsvorsitzende einer deutschen Großbank trotz sprudelnder Kassen Mitarbeiter entlässt? Wieso empfinden wir Verachtung für Klaus Zumwinkel, einen prominenten Steuersünder? Warum bewundern wir Bill Gates für seine Milliardenschenkung an eine Stiftung? Die Antwort auf diese Fragen scheint denkbar einfach: Weil das eine falsch, das andere dagegen richtig erscheint. Genauer gesagt: Es ist moralisch richtig oder moralisch falsch. In meiner Arbeit geht es um eben jene Emotionen, die entstehen, wenn Handlungen von Personen bewertet werden. Solche Emotionen kann man als moralische Emotionen bezeichnen. Dabei interessieren mich einerseits die Entstehung, andererseits die Konsequenzen eines solchen Emotionsempfindens und damit die Funktion der moralischen Emotionen. Ich gehe dabei davon aus, dass diese Emotionen einen vermittelnden Charakter für nachfolgende Handlungen haben. Die entscheidenden Fragen sind also: Warum haben wir die Emotionen, die wir haben? Und: Was ist zu erwarten, wenn wir diese Emotionen verspüren? Dabei nehmen die moralischen Emotionen eine Schlüsselrolle auf dem Weg vom Denken zum Handeln ein. Bereits Weiner (2006) oder Rudolph, Roesch, Greitemeyer und Weiner (2004) haben emotionale Reaktionen als vermittelnde Größen zwischen kognitiven Prozessen (Attributionen) und nachfolgendem Verhalten beschrieben. Ähnlich diesem Sequenzmodell sollten moralische Emotionen wie die von Gigerenzer und Todd (1999) propagierten Heuristiken als schnelle und sparsame Entscheidungsgrundlage für das nachfolgende Verhalten dienen. Bei einer solchen Betrachtung fungieren die moralischen Emotionen als ‚heuristic cues’, die unser Verhalten bahnen können. Sogar moderne Theorien im Fachbereich Informatik zeichnen das Bild vom Menschen als „emotionale Maschine“, die gefühlsgesteuerte Programme benutzt, um zwischen dynamischen Input-Größen aus der Natur und adaptiven Output-Prozessen im Sinne von Verhaltensreaktionen zu vermitteln (Minsky, 2007) Meine Untersuchungen folgen in der Auswahl der Methoden einem großen Vorbild: Charles Darwin. In seinem Werk „Der Ausdruck der Gemütsbewegungen bei dem Menschen und den Tieren“ (im englischen Original: The Expression of the Emotions in Man and Animals) geht Darwin (1872) ebenfalls den grundlegenden Fragen nach, welche Funktion Emotionen haben und wie sie entstehen. Dabei legt Darwin sechs mögliche Methoden vor, um sich mit Emotionen genauer zu beschäftigen (für einen Überblick siehe Meyer et al., 2008).Zwar liegt Darwins Fokus dabei eher auf der Stammesgeschichte und er beschäftigt sich vor allem mit dem mimischen Ausdruck sowie den angeborenen und vererbten Auslösebedingungen emotionaler Reaktionen. Dennoch waren und sind seine Erkenntnisse und die von ihm verwendeten Methoden das Vorbild für Generationen von Emotionsforschern (Izard, 1971, 1991, 1992; Lazarus, 1991a, 1991b, 1991c; Ortony et al., 1988; Rudolph et al., 2013; Rudolph & Tscharaktschiew, 2014; Tomkins, 1963, 1962; Weiner, 2006) Bisher haben Rudolph, Schulz und Tscharaktschiew (2013) eine empirisch gestützte Taxonomie moralischer Emotionen vorgelegt und damit allgemeingültige vorauslaufende Bedingungen moralischer Emotionen identifiziert. Sie orientieren sich dabei an attributionalen Konzepten, wie sie bereits Heider (1958) mit seiner naiven Handlungsanalyse beschreibt und benutzen dabei vor allem hypothetische Szenarien und vorgegebene Emotionswörter zur Untersuchung der Emotionen ihrer Probanden. Moralische Emotionen unterscheiden Rudolph et al. (2013), in solche Emotionen welche eigene Handlungen (so genannte Actor Emotionen) oder die Handlungen anderer (so genannte Observer Emotionen) bewerten. Es zeigt sich, dass unser moralisches Emotionsempfinden davon abhängt, ob diese Handlung a) bezogen auf einen moralischen Standard als gut oder schlecht gilt, b) das Ziel der Handlung erreicht wurde oder nicht und c) sich der Handelnde dabei angestrengt hat oder nicht. Diese Dimensionen bezeichnen wir als ought (a), goal-attainment (b) und effort (c). Mich interessiert in dieser Arbeit vor allem, ob sich die von Rudolph et al. (2013) gefundenen Dimensionen auch in autobiografischen Schilderungen und in freien Berichten wiederfinden. Darüber hinaus nehme ich die Voraussagen der Theorie und einzelne Emotionen in verschiedenen Untersuchungssettings genauer unter die Lupe. Alle Untersuchungen sind empirischer Natur und orientieren sich an den quantitativen und qualitativen Methoden, die in abgewandelter Form bereits Darwin (1872) benutzte. Als erstes prüfe ich anhand qualitativer Methoden, ob sich die von Rudolph et al. (2013) gefundenen Kategorien von ought, goal-attainment und effort auch in erinnerten Schilderungen emotionaler Episoden nachzeichnen lassen. Stark ähnliche Emotionen werden anschließend mithilfe eines Kategoriensystems noch besser unterschieden. Die Emotionen Ärger, Empörung und Verachtung werden in einem experimentellen Setting erstmals genauer unterschieden. Die Frage, ob sich ein Sequenzmodell von Kognition  Emotion  Verhalten bereits in frühen Entwicklungsstadien ausbildet, wird anhand der komplexen Emotionen Schadenfreude und Mitleid mit Vorschulkindern untersucht. Bei Strafgefangenen und Personen mit Persönlichkeitsstörungen werden die Emotionen Scham und Schuld näher unterschieden. Außerdem werden hier Zusammenhänge mit zukünftigem Verhalten sowie neurologischen Besonderheiten solcher Personengruppen betrachtet. Meine Arbeiten unterziehen einerseits das postulierte Kategoriensystem von Rudolph et al. (2013) einem harten Test. Gleichzeitig werden bisher stark ähnliche oder zusammenhängende Emotionen feiner analysiert und beschrieben. Schließlich ermöglichen die Ergebnisse ein besseres Verständnis für die Vorhersage von nachfolgendem Verhalten.:Acknowledgments I Danksagung III Preliminary Remarks V Summary VI Zusammenfassung VIII List of Contents X List of Figures XII List of Tables XIV 1. Introduction 1 1.1. What is an Emotion? 1 1.2. The Case of Moral Emotions – Naïve Scientists and Everyday Judges 3 1.3. A Classification of Moral Emotions 4 1.4. Social Functions of Moral Emotions 7 1.5. Expanding a Coherent Theory of Moral Emotions – A Darwinian Perspective 9 1.6. Aims and Scopes / Overview of Several Chapters Within this Monograph 12 2. The Everyday Moral Judge – Autobiographical Recollections of Moral Emotions 17 2.1. Abstract 17 2.2. Introduction 18 2.3. Method 25 2.4. Results 29 2.5. Discussion 51 3. Emotional Disapproval – Cognitive and Social Determinants of Anger, Indignation, and Contempt 57 3.1. Abstract 57 3.2. Introduction 58 3.3. Method 64 3.4. Results 68 3.5. Discussion 77 4. Causes and Consequences of Schadenfreude and Sympathy: A Developmental Analysis. 81 4.1. Abstract 81 4.2. Introduction 82 4.3. Study 1: Goal-Attainment and Approach 87 4.4. Study 2: Type of Relation and Granted Benefit 98 4.5. Study 3: Valence of Behavior, Responsibility and Granted Benefit 105 4.6. Overall Discussion 116 5. Shame or Guilt – How Moral Emotions Affect the Probability of Relapse 119 5.1. Abstract 119 5.2. Outline 120 5.3. Testing the Relation of Emotional Reactions and Recidivism Rates in a Forensic Sample 127 5.4. Shame and Guilt as Predictors for Recidivism 131 5.5. Practical Implications and Outlook 135 6. Psychopathy and Spatial Abilities – Reduced Navigation-Performance as a Result of Structural Brain Changes? 139 6.1. Abstract 139 6.2. Introduction 140 6.3. Method 145 6.4. Results 151 6.5. Discussion 156 7. Overall Discussion 159 7.1. Implications for a Theory of Moral Emotions 159 7.2. A Few Concluding Remarks and Outlooks 163 8. References 165 9. Curriculum Vitae 186 10. Scientific Publications 190 10.1. Paper, Books, Book Chapter 190 10.2. Presentations, Talks 192

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<p>A literature study focusing on teaching and learning in higher education in South Africa was conducted. Theories relevant to adult learning were also examined. These included behaviourist, cognitive, humanistic and social learning theories which were found to be relevant for the adult learner. The learning styles, which form the foundation for this study, were explored. Nine learning style theories and instruments were examined for possible adaptation in the South African higher education context. These were: Kolb Learning Style Index, Dunn and Dunn Learning Style Index, Honey and Mumford Learning Style Questionnaire, Felder and Silverman Index of Learning Style, Gregorc Style Delineator, Myers-Briggs Type Indicator, Grasha Reichmann Student Learning Styles Scales, Vermunt Inventory of Learning Styles, and the Centre for Innovative Teaching Experiences. From the nine learning style instruments, the Centre for Innovative Teaching Experiences instrument was selected for adaptation for the South African higher education sector.</p>

<p>A literature study focusing on teaching and learning in higher education in South Africa was conducted. Theories relevant to adult learning were also examined. These included behaviourist, cognitive, humanistic and social learning theories which were found to be relevant for the adult learner. The learning styles, which form the foundation for this study, were explored. Nine learning style theories and instruments were examined for possible adaptation in the South African higher education context. These were: Kolb Learning Style Index, Dunn and Dunn Learning Style Index, Honey and Mumford Learning Style Questionnaire, Felder and Silverman Index of Learning Style, Gregorc Style Delineator, Myers-Briggs Type Indicator, Grasha Reichmann Student Learning Styles Scales, Vermunt Inventory of Learning Styles, and the Centre for Innovative Teaching Experiences. From the nine learning style instruments, the Centre for Innovative Teaching Experiences instrument was selected for adaptation for the South African higher education sector.</p>

In light of recent surveys on gender equality and English proficiency in Sweden, this study examines the adjectives and adverbs which describe the women and men in two EFL-textbooks for English 6 in the upper secondary school, namely Blueprint: Version 2.0 B and WWE: World Wide English. Textbooks are often integral for language learning, and considering that students of Swedish upper secondary school are required to take English 6, the exposure of EFL-textbooks are significant. Thus, it becomes relevant to analyse how the language of EFL-textbooks depicts women and men. The actions, social roles and occupations of the female and male characters are analysed to find any discrepancies in how women and men are portrayed and whether these agree with the guidelines of the Swedish National Agency for Education. These guidelines require teaching to be carried out with consideration to fundamental democratic rights and should strive to promote equality between groups. In addition, the study builds upon previous research within the field of linguistics as well as social sciences carried out by Fairclough, Foucault, Lucy, Butler and others which concerns discourse, linguistic relativism, gender theory etc. The hypothesis of this study is that there is still a discrepancy in how women and men are depicted in EFL-textbooks. By employing a mixed method approach which includes quantitative data and statistics and qualitative discourse analysis which highlights indications of unequal description of gender, it can be concluded that women and men are described differently, and often in terms of dichotomies, with adjectives, adverbs and the social roles that they are assigned. These descriptions may consequently result in that students that use these textbooks as part of their learning process may adopt these values. Thus, some descriptions violates the goals and guidelines for gender equality, prescribed by the Swedish National Agency for Education (Skolverket).

Philosophiae Doctor - PhD / A literature study focusing on teaching and learning in higher education in South Africa was conducted. Theories relevant to adult learning were also examined. These included behaviourist, cognitive, humanistic and social learning theories which were found to be relevant for the adult learner. The learning styles, which form the foundation for this study, were explored. Nine learning style theories and instruments were examined for possible adaptation in the South African higher education context. These were: Kolb Learning Style Index, Dunn and Dunn Learning Style Index, Honey and Mumford Learning Style Questionnaire, Felder and Silverman Index of Learning Style, Gregorc Style Delineator, Myers-Briggs Type Indicator, Grasha Reichmann Student Learning Styles Scales, Vermunt Inventory of Learning Styles, and the Centre for Innovative Teaching Experiences. From the nine learning style instruments, the Centre for Innovative Teaching Experiences instrument was selected for adaptation for the South African higher education sector. / South Africa