Personality and universal design for learning in management education

Abstract

Purpose This paper aims to improve the understanding of student readiness for universal design for learning (UDL), thereby reducing a barrier to its adoption by management faculty. It explores how students’ personality (conscientiousness and openness to experience) affects their readiness to embrace UDL and investigate how that relationship is mediated by self-directed learning (SDL). Design/methodology/approach Analysis uses survey data from students in management courses. From these data are created multi-item constructs and control variables. A mediated regression model that uses bootstrapping to estimate parameters and standard errors generates the results. Findings The findings were that SDL is strongly related to student readiness for UDL and that SDL fully mediates the relationship between conscientiousness and UDL. Openness to experience, however, directly relates to UDL without any mediation. Research limitations/implications This research applies only to one institution and two management courses. The methodology used in this study is limited to one part of the UDL model, which is a measure of student readiness to engage in choice. Future research can extend this model to other courses and institutions and other parts of the UDL model. Practical implications These findings provide insight into the student characteristics that enable them to gain empowerment and motivation from the UDL approach. Implementation of UDL in management education may require learning management strategies that accommodate student readiness for UDL. This study makes progress in identifying student characteristics that explain this readiness. Social implications UDL can improve management education by making it more accessible to students with different personalities and learning styles. Originality/value This study developed a method for analyzing the applicability of UDL in management education. It also devised and implemented a new survey measure for student readiness for UDL.

Editorial: Exploring the progressive facets of modern management: virtual reality, universal design, and inclusive workplace practices

“…Therefore, VR technologies can be used for management training to improve knowledge retention and generate more enjoyment in the training experience.Sanford and Tabak (2023) in their piece, "Personality and Universal Design for Learning in Management Education," challenge the one-size-fits-all approach to management education. Sanford and Tabak's (2023) work underscores the value of individual personality differences and the need for more flexible, inclusive learning designs. The universal design OMJ 20,3…”

“…Sanford and Tabak (2023) in their piece, “Personality and Universal Design for Learning in Management Education,” challenge the one-size-fits-all approach to management education. Sanford and Tabak's (2023) work underscores the value of individual personality differences and the need for more flexible, inclusive learning designs. The universal design for learning (UDL) model serves as a framework that could enhance the efficacy of management education.…”

“…Coupling these internal challenges with external issues of having an invisible disability can render technological advancement not just void but inherently damaging to the individual. With 96% of those with a disability (or the more inclusive term "alternate ability") being one that is unseen (Morgan, 2020), it is imperative that we heed the call of Sanford and Tabak (2023) that one-size does not fit all and that as we strive for increased inclusivity and we do not either unintentionally through lack of understanding or intentionally through purposely discriminative actions create less inclusive environments for many within the organization.…”