This paper employed an integrative review approach to identify the key predictors of the implementation of workplace learning in higher education. The conceptual framework for this review stems mainly from the theoretical and empirical literature on workplace learning. Using the methods of integrative review, the authors of the present paper synthesized and integrated the findings from 38 included papers. The review suggests that there are seven key predictors that make workplace learning in higher education realistic, including individual learning, team learning, the organisational culture of learning, leadership, partnership, the employer-employee relationship, and the national policy system. Future inquiries would benefit from conducting a comparative study of theoretical perspectives and gathering empirical data within a particular context.

<em>This research is a quantitative correlational design, which investigates the English learning styles preferences of English major in Laotian public universities in Lao PDR and tests the effect of contextual factors on the participants’ learning styles preferences. The sample of this research involved 542 university-level students who major in English at a bachelor-degree program in four public universities in Lao PDR. The instrument of the study was Reid’s (1987) Perceptual Learning Style Preference Questionnaire (PLSPQ), which includes six different learning styles (Audio, Visual, Kinesthetic, Tactile, Individual, and Group learning styles). Participants were invited to rate their learning style preference towards the scale. The analysis was conducted based on</em> <em>Reid’s (1995) guide of categorizing preference levels, such as Major, Minor Learning Style Preference, and Negligible. The results indicated that the participants had three major preferences towards Kinesthetic learning (M=41.20), Audio learning (M=39.18), and Tactile learning styles (M=38.14), respectively. The study also found that there are significant differences in English learning styles preferences among students from different institutional contexts. Further research on testing the effect of contextual factors on learners’ learning choice is strongly recommended.</em>

The objective of this paper is to examine theoretical views on minority dropout decisions in higher education. This integrative review demonstrates that the dropout issue is highly complex and is comprised of different definitions and characteristics. It is required that educators clearly define the term. The review’s findings also show that minority students’ decisions to drop out from higher education involve factors of three different dimensions: psychological, physical, and environmental factors. Institutional support is necessary to assist minority students in their educational attainment. The review concludes that future research will be key in further exploring the issue of minority dropout.