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In this study the validity and reliability of the revised version of Kolb's (1985) Learning Style Inventory are investigated using the responses to the LSI2 of 187 Arts and Science students in an Australian university. Results indicate high internal consistency of the LSI2 scales and some evidence of validity. While, as predicted, four factors forming two bipolar dimensions were found for the Science subsample, for the Arts subsample Active Experimentation formed the anticipated bipolar dimension with Reflective Observation, but also with Concrete Experience and Abstract Conceptualisation. Higher mean scores for Arts students on Concrete Experience and for Science students on Active Experimentation conform to results obtained for the LSI1 (Kolb, 1976). Mean scores indicate no significant differences on the basis of gender, but students who completed the majority of their primary and secondary schooling in Asia scored higher means on Concrete Experience, which is possibly attributable to cultural influences upon learning styles.

As most research into attrition and retention has focused on attrition during the first year of studies, we know little about the relationship between students' experience of subsequent years and their decisions to withdraw from university. This paper addresses this gap in research by examining the relationship between students' intention to withdraw from studies and their experience of university in each of the three years of Business degree studies. This empirical research indicates that the factors affecting intention to withdraw are differentiated not only by year but also by semester of study.

Team-based assessments are commonly used in management education, yet questions remain about how to adequately differentiate individuals' levels of input into team processes and project content when grading a team-based assessment. Following an overview of relevant research, this article describes an innovative self-and peer-assessment strategy that may be used initially to develop team dynamics, team management skills, and project planning and resourcing skills, and subsequently to accurately assess individuals' contributions to team dynamics, team management, and project planning and resourcing.

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