A common factor analysis was performed on the four personality dimensions measured by the Myers-Briggs Type Indicator (MBTI) and questionnaire measures of preferences for the four leadership tasks, Production, Administration, Enterprising, and Integration, described by Adizes. The sample was 1040 Norwegian adults. Three factors showed distinct common variances among the task preferences and the personality traits in a way that supported the construct validity of the traits. The implication of logical consistency among constructs based on self-report data is discussed, and it is argued that such concepts are valid and necessary at both personal and organisational levels although they may not predict performance as exactly as one might want for example in personnel selection.

Historically, the introductory course in statistics at the Norwegian University of Life Sciences (NMBU), has taken a traditional, lecture-based form. A previous study at NMBU concluded that the course structure appeared to disfavor certain cognitive or personality types, extraverts in particular. Therefore, in 2016, as an experiment, the course was restructured into a student active learning course following a flipped classroom approach. At the same time, students were encouraged to do an online screening test for cognitive preferences, personality, work interest and preferred learning style. The main outcome in the present study was exam scores.Despite the new course structure, we still found significant differences in exam scores between students with a contextual preference, compared with a digital preference, and those with a feelingbased rather than a thinking-based personality characteristic. However, in contrast to the previous study, no significant difference in exam scores was found between the extraverts and the introverts, also after adjusting for other covariates. In the present article we outline these results and other findings that indicate that additional adaptations should be made in the course, in order to reach an even wider group of the heterogeneous student mass, helping individuals to better reach their learning potential.

In a study conducted at the Norwegian University of Life Sciences (NMBU), 288 students volunteered to answer an electronic questionnaire constructed to classify their personality type (16 categories), their work habits and preferences, operational values and preferred direction (leadership). In addition, examination grades from nine undergraduate subjects, some mathematical and some non-mathematical, were obtained for the same students. Statistical analyses revealed a clear connection between grades and certain personality characteristics. This should by no means interpreted as differences in skills, but rather as an indication of biased teaching style and pedagogical structure in the university. The results across all the nine subjects show that the traditional teaching structure in universities with lectures in large auditoriums with limited dialogue, a rigid and structured curriculum, textbook reading and paper-and-pencil tests, clearly disfavors students who can be characterized as extraverted and contextual/relational, and to some extent also those who are intuitive and feeling. Among these students, we typically find those who are altruistic, creative and out-of-the box thinkers. It is suggestive that academia, probably to a large extent, fails to bring such resourceful people to positions where their talents can really make a difference, for instance in research.

Students are motivated differently. Previously at the Norwegian University of Life Sciences, these differences were assessed by a personality screening before and after the flipping of an introductory course in statistics, and researchers found that exam scores improved for extraverted students but not for creative/contextual students. The latter type is generally thought to be motivated by working more freely with realistic projects. To reach out to this group of students, a project-based course was offered as a pilot study. The structure of this pilot course is described along with preliminary results based on a small group of volunteer students. Exam scores were similar for students who followed the flipped course. In in-depth interviews, project-based students reported positive experiences and more motivation toward statistics.

Today we face a more heterogeneous student population in higher education than before and it should be our main objective in this respect to ensure future-oriented, creative and innovative candidates as researchers in STEM subjects, as statistics, when we today face the era of digitalization and big data. In an ongoing study at the Norwegian University of Life Science we try to adapt to this diversity in the introductory statistical course. In 2016 the course was redesigned as a flipped classroom with cooperative learning activities in class. In 2017 further adaption were made: The students that preferred to work alone, could choose to solve problems individually and out of class. Output variables like exam scores and evaluations have been analyzed in light of the learning preferences of the students. Results show, among other, that the so-called digital and introverted students are over- represented in the group that took the course individually.