Exploring Learning Styles of Engineering Students.pdf

Enneagram: Exploring Learning Styles of Engineering Students.

A. Hellany

University of Western Sydney, School of Engineering & Industrial Design, Engineering, 1797

Penrith South DC NSW 1797 Australia. Email: a.hellany@uws.edu.au

Abstract: The new and active learning

environment in tertiary education is forcing

academics to discuss the effectiveness of traditional

teaching strategies that address the diverse learning

styles of engineering students. A number of

personality type indicators have been used in the

past to determine students various learning styles.

This paper introduces the Enneagram as a new tool

to determine the student’s learning style. The

Enneagram can also be used to describe

psychological preferences of engineering educators.

Index terms Enneagram, Learning styles,

teaching strategies.

Assumes that long-term hard, persistent effort to

achieve comes from the heart not the head

( Nurturing )

Seeks to change society in substantial ways ( Social

reform).

The author believes that learning experience aims at

creating the ability to think by knowing the facts and

knowing what is contained in an idea in addition to

being able to know how to use ideas. Academics

develop teaching strategies to improve the learning

experience at universities, some of these strategies are:

Effective Group Work Strategies

Problem-Based Learning

Student-centered Learning

Lifelong Learning

Collaborative Learning

Work Integrated Learning

Online Learning

Flexible Education

Students adopt different learning strategies and styles

and hence they respond differently to the following

delivery modes: data, facts, mathematical models, visual

animation, diagrams, pictures, verbal information,

working in a group or individually etc, and each student

may develop a unique learning style based on a specific

combination of these and other modes. However,

working well in all learning style modes is a must for a

successful professional graduate. In the case of

Engineering there is a need to be competent in almost

all learning styles “ competent engineers and scientists

must be observant, methodical, and careful as well as

innovative, curious, and inclined to go beyond facts to

interpretation and theory. Similarly, they must develop

both visual and verbal skills. Information routinely

comes in both forms, and much of it will be lost to

someone who cannot function well in both of these

modes” [3] .

Is tailoring a learning style for each student or

remaining with a single approach that dominates

education (especially in engineering) the answer? In the

author’s opinion a balanced approach that will address

the diverse needs of students may be the answer. This

paper describes in general the widely used learning style

models that have used in engineering and attempts to

introduce a new learning style model based on the

Enneagram of personality which is a psycho-analytical

I. I NTRODUCTION

Every academic is always occupied with the

following questions: what teaching at university is

meant to be, and how it should be conducted?

Fortunately there are no straightforward answers to

these questions and as a result academics adopt different

strategies, approaches and philosophies of education.

These questions can be approached from two different

directions:

From the academic side where a definition of

philosophy of education is formulated and reviewed.

From the student side by investigating the students

various learning styles.

The combination of these two approaches can lead to

an adoption of one or more teaching strategies based on

self and student understanding. “ Imagine the benefits of

understanding how our personality affects the way we

teach. Conversely, imagine the benefits of knowing how

the personality biases of our students affect how each

learns and interacts with authority” [1] . The author’s

understanding of good and effective teaching is a

combination of 5 different perspectives; Dan Pratt and

John Collins describe these perspectives [2], effective

teaching:

Requires a substantial commitment to the

content (Transmission) .

Is a process of socialising students into new

behavioral norms and ways of working

(Apprenticeship) .

Must be planned and conducted from the

learner’s point of view ( Developmental).

model for personality type. The introduction of this

learning style model might help to expand our

understanding of the diversity of student learning styles

and ultimately leads to a more balanced approach to

teaching.

active learners or reflective learners

sequential learners or global learners.

For the past few decades, most engineering

instruction has been heavily biased toward intuitive,

verbal, deductive, reflective, and sequential learners.

However, relatively few engineering students fall into

all five of these categories.

Next the author will introduce a relatively new

psycho-analytical tool that help to map every possible

learning style that is used by students. This mapping can

lead to a more comprehensive approach to the task of

designing a teaching strategies to accommodate the

diverse needs of students since most engineering

students receive an education that is mismatched to their

learning styles.

II. L EARNING STYLES MODELS

According to R.M. Felder [4] the four learning style

models that are used in engineering are:

The Myers-Briggs Type Indicator (MBTI). This

model classifies students according to their preferences

on scales derived from psychologist Carl Jung's theory

of psychological types. Students may be [5]:

Extraverts or introverts.

Sensors or intuitors.

Thinkers or feelers.

Judgers or perceivers.

Engineering Academics usually orient their courses

toward introverts, intuitors, thinkers and judgers.

Kolb's Learning Style Model. This model classifies

students as having a preference for 1) concrete

experience or abstract conceptualisation, and 2) active

experimentation or reflective observation. The four

types of learners in this classification scheme are [6]:

Type 1 (concrete, reflective). A characteristic

question of this learning type is "Why?".

Type 2 (abstract, reflective). A characteristic

question of this learning type is "What?".

Type 3 (abstract, active). A characteristic question

of this learning type is "How?".

Type 4 (concrete, active). A characteristic question

of this learning type is "What if?".

Traditional engineering instruction focuses almost

exclusively on formal presentation of material

(lecturing), a style comfortable for only Type 2 learners.

Herrmann Brain Dominance Instrument (HBDI).

This method classifies students in terms of their relative

preferences for thinking in four different modes [7]:

Quadrant A (left brain, cerebral). Logical, analytical,

quantitative, factual, critical.

Quadrant B (left brain, limbic). Sequential,

organized, planned, detailed, structured.

Quadrant C (right brain, limbic). Emotional,

interpersonal, sensory, kinesthetic, symbolic.

Quadrant D (right brain, cerebral). Visual, holistic,

innovative.

Engineering academics on the average are strongly

Quadrant (A) and would like their students to be that

way as well.

Felder-Silverman Learning Style Model . This

model classifies students as [8]:

III. E NNEAGRAM

The Enneagram is one of the newest personality

systems in use emphasising psychological motivations.

Its earliest origins are not completely clear the circular

symbol may have originated in ancient Sufi traditions,

and was used by the esoteric teacher George Gurdjieff

(1866-1949). The Enneagram of Personality Types is a

modern synthesis of a number of ancient wisdom

traditions, but the person who originally put the system

together was Oscar Ichazo. Ichazo was born in Bolivia

and was raised there and in Peru, but as a young man,

moved to Buenos Aires, Argentina to learn from a

school of “inner work” he had encountered. Thereafter,

he journeyed in Asia gathering other knowledge before

returning to South America to put together a systematic

approach to all he had learned [9].

The word Enneagram stems from the Greek (ennea)

meaning “nine” and (grammos) meaning “points”. The

Enneagram's structure appear complex, however it is

actually simple. Draw a circle and mark nine equidistant

points on its circumference. Designate each point by a

number from one to nine, with nine at the top, for

symmetry and by convention. Each point represents one

of the nine basic personality types, see figure 1 [10].

The nine points on the circumference are also

connected with each other by the inner lines of the

Enneagram. Points Three, Six and Nine form an

equilateral triangle. The remaining six points are

connected in the following order: One connects with

Four, Four with Two, Two with Eight, Eight with Five,

Five with Seven and Seven with One. It is common to

find a little of yourself in all nine of the types, although

one of them should stand out as being closest to

yourself. This is your basic personality type. Everyone

emerges from childhood with one of the nine types

dominating their personality

sensing learners or intuitive learners

visual learners or verbal learners

inductive learners or deductive learners

self and others. Fear of making mistakes or appearing

foolish can lead to procrastination in decision-making

[13]. One in general:

Practical. Reshapes abstract approaches into step-

by-step procedures.

Likes schedules and accountability, knowing who's

responsible for what.

Keeps track of detail.

Prefers doing over feeling.

Is aware of critical points about a program but has a

hard time proposing broad solutions. Too much

room for error.

Is secure in a formal role. Wants to respect hierarchy

and authority.

Compares own effort to others'. "If they work, I

work. If they don't, I won't."

Finds it hard to delegate responsibility. Worries

about getting the job done right.

Doesn't want to be compromised by the mistakes of

others. Will hold a loner's stance until the source of

error is assigned.

Avoids risk. Risk leads to mistakes. When in doubt,

wait. Don't take chances. .

Type two : The caretaker, the enabler, the altruist.

This is a Helper caring, nurturing, concerned, generous,

well-meaning, possessive, and manipulative type. Twos

have a natural ability to make empathic connections

with others. Helpers actually feel what others feel or

need. They are driven to connect with others

emotionally and fill their needs. Twos often are so tuned

into other's needs/ feelings that they are not aware of

their own. As a result, they can find themselves drained,

and then angry. If we look at life from the perspective

of the Helper, we find a conviction that survival and

getting love depend on sensing and meeting the needs of

others. In general two:

Takes own identity from authorities who can offer

support. The right-hand person. The secretary who

knows the secrets. The power behind the throne.

Is highly responsive to approval and encouragement.

Crushed by disapproval.

Associates with "worthwhile" people. Sidesteps

those who aren't.

Has complicated office strategies. Backs favorites.

Often an unrecognized conflict between an ambition

to be first and wanting to please.

Works for the respect of important people in the

field, the power elite. "Who do we know that will

endorse our project?"

Fears opposing power alone.

May choose work because it has value to a loved

one.

Type three : The motivator, the achiever, the

communicator, the status seeker. This is a motivator

success-oriented, pragmatic, adaptable, ambitious, goal-

Figure 1. The Enneagram

The theory of personality upon which the model is

predicated takes that everyone was born in their

“essence” but chose an “ego” fixation around age three

or four and in an effort to defend against parental

fixations, the child develops a “neurotic” habit that

characterizes the Chief Feature of acquired personality.

This neurotic habit obscures the child's essence, which

is otherwise pure and unadulterated, evincing no

conflicts of thought, emotion or instinct. It must be

noted that people do not change from one basic

personality to another and every one is a unique mixture

of basic type and usually one of the two types adjacent

to it on the circumference of the Enneagram. There is an

internal structure within each personality type that

indicates the level of development and provides a

framework for seeing how all the different traits

comprising each type fit into a large hole [11]. In

addition, the nine personality types of the Enneagram

are not static categories. There are two lines connected

to each type, and these lines are connected to two types.

One line connects with a type that represents how a

person of the first type behaves when they feel more

secure and in control of a situation. This is called the

Direction of Integration or the Security Point. The other

line goes to another type that represents how the person

is likely to act out if they are under increased stress and

pressure [12].

IV. E NNEAGRAM TYPES DESCRIPTION

Type one : The perfectionist, organiser, activist,

Moraliser. This is a Reformer rational idealistic,

reasonable, principled, orderly, perfectionist and self-

righteous type. Ones have an enormous internal critic

berating and judging them, continually finding them

wanting. Ones are often surprised when others accuse

them of being critical, since they share only the tiniest

fraction of their ongoing internal critique. In the belief

that everyone is as focused on improving as they are,

Ones feel that they are simply sharing the best they have

to offer. Perfectionists have an innate ability to assess

potential for improvement in any situation. Ones

attention to error can lead to criticism and judgment of

oriented, image conscious and arrogant type. Threes are

multitasking, high energy people, performers get things

done. They make things happen. Threes can adapt to

any situation or group with a chameleon-like ability to

match the environment

Is aggressive and cutting toward competitors or

peers in the same field. Attracted to successful

people outside his or her own sphere of interest.

Does not flourish in a work environment that

requires close cooperation with others who are more

skilled, more valued, or better paid.

Type five : The investigator, the expert, the specialist,

the observer, the innovator. Fives are independent, self-

contained people. This is a Thinke r cerebral analytic,

perceptive, original, innovative, provocative, and

eccentric type. Fives delve deeply into areas of

knowledge that excite them, often becoming experts in

subjects they explore. They exhibit a highly developed

capacity for systematization of thought, for analyzing

and synthesizing complex information. Observers

accumulate knowledge; they want to understand. Fives

often feel safer if they do not share all that they know

keeping some knowledge in reserve. Five in general:

Has a sense of limited energy reserves. Does not

want time and energy to be used for other people's

agendas.

Works hard for the rewards of privacy and the

freedom to pursue personal interests. Works to buy

autonomy.

Needs predictability. Wants to foresee in order to be

prepared. Expects to have minutes from the last

meeting and names of those who will attend the next

one.

Freezes when unexpectedly questioned or when a

spontaneous reaction is called for. Needs to

withdraw in order to figure things out.

Strictly avoids conflict. Puts up a wall of memos and

secretaries as protection against emotional scenes.

Is extremely productive when in a decision-making

role that is protected from frontline interactions.

Type six: The loyalist, the tradionalist, the doubter,

the troubleshooter. This is a Loyalist committed,

traditionalistic, engaging, responsible, hardworking,

cautious, and anxious type. Sixes are often committed,

dutiful, behind-the-scenes workers or team players and

can instantly see the downside or danger in any

situation. Sixes keep looking for an authority that they

can trust, but believe that most people in authority abuse

their power. Six in general:

Three's focused attention on

goals and tasks can overshadow other aspects of their

lives. Threes can become so identified with the image

they present or with what they do that they lose

themselves. Three in general:

Assumes own ability. The instant expert.

Takes on the image and feelings of a task. Prototype

of the profession.

Takes the shortcut. Does several things at once.

"Details later."

Feels rage when tasks and goals are interrupted.

Anger is usually task specific.

Values product over process. "How much did I

produce?"

Being respected for ability as a worker is more

important than being liked.

Is a Machinelike achiever. Expects others to work in

the same way.

Projects a high-profile image -- credentials, social

standing, "who's who."

Exerts power over people; competes for leadership

roles.

Avoids failure. Switches tracks. Finds a presentation

that works.

Type Fou r: The individualist, the special one, the

artist. This is an Individualist sensitive, withdrawn

intuitive, artistic, aesthetic, self-absorbed, and

depressive type. Fours have a singular ability to be

present with life's more intense situations: grief, death,

depression. Fours bring originality and creativity to any

enterprise. Often blessed with a strong sense of the

dramatic and/or aesthetic, they prefer to make a unique

contribution in life. Insistence on exhibiting their

uniqueness or difference can be counterproductive to

their own goals and off-putting to others. Four feels that

something is missing in his/her life. Other people have it

and the Romantic envies them. Four in general:

Wants distinctive work. A job that calls for

creativity, even genius, an eccentric edge in

presentation, a unique approach to business life.

Must feel respected in the workplace for personal

vision and ideas.

Has a strong analytic power. Attention shifts to

questioning and examining the opposite position.

Doubt and a suspicion of the obvious develop

clarity.

Efficiency is tied to mood. Attention gets displaced

from tasks when emotional life takes over. Can

sabotage business life over a love affair.

Reacts against own weakness by either seeking

protection from authority (loyalist) or attempting to

bring it down (rebel). "At your feet or at your

throat."

Wants to be connected to special authority, to those

in the field who stand for quality rather then

popularity.

Feels called to emotionally intense lines of work:

grief counselor, animal rights activist, the suicide

hot line late at night.

Is Able to act, to go full out when up against the

odds. Will compete when the odds are against a win.

Defends the underdog. A business turnaround.

Tests an argument. Sensitive to the weak spots in

any position. The loyal opposition. "Yes, but..." The

devil's advocate. "Let's consider the other side."

Finds it hard to keep moving forward effectively

when success begins to materialize and hard to focus

when there is no opposition. Doubt sets in until

positive options begin to seem unreal.

Type seven : The energizer, the enthusiast, the

multitasker, the generalist. Sevens are great Idea people

spinning out seemingly endless visions and potentials.

This is an Enthusiast, hyperactive, uninhibited

enthusiastic, accomplished, versatile, excessive, and

manic type. Sevens are synergistic thinkers who make

connections between seemingly unlike things. When a

Seven has a great idea or vision, they almost feel like

they've done it already - in the mind. So it isn't

necessarily important to complete a project when

they've already had the satisfaction of the idea. Seven in

general:

Can become insistent about impractical ideas and

inefficient approaches. Prefers ideas and theory to

implementation. Will open a task to new approaches

rather than face routine.

Is excellent performer in open-ended projects that

do not move into routine. Networks, plans,

synthesizes ideas and approaches. Aligns the project

with other areas of interest.

Has an inner sense of capability and high self-worth.

Measures self against others to keep this sense of

self alive. "Am I superior or inferior?" "Do I stand

above or below?" "Am I on top of this project, or

will it get me down?" Positive self-image can be

punctured by negative feedback.

Is delightful to work with. Can be forgiving and

creative during hard times. The office person who

wins the popularity poll.

Type eigh t: The leader, the provider, the challenger.

Eights are straightforward, direct, what-you-see-is-

what-you-get people. This is a Leader, powerful,

dominating self-confident, decisive, challenging,

authoritative, and combative type. They are able to take

charge and make decisions quickly. Bosses are people

of action. Unaware of their impact, they can steamroll

over the emotions and wishes of others to get their own

way. Bosses can't help taking command of a situation.

They may not necessarily need to be in control, but

Eights hate to be controlled. Eight in general:

Can unwittingly polarizes people into factions.

Wants to know where everyone stands. Will

provoke to get clear answers.

Is concerned about justice and protection.

Sees own opinion as the correct approach. "My way

or the highway."

Enforces rules that support personal advantage.

Bends the rules that don't.

Demands to be fully informed. Changes in details

can stimulate concern about being manipulated.

Type nine: The optimist, the utopian, the

peacemaker. This is a Mediator easygoing, phlegmatic,

receptive, optimistic, complacent, tolerant, and

disengaged type. Nines are open and accepting of others

without judgment. An open, calm demeanor exemplifies

these easygoing people. Nines are capable of merging

into deep connection with others. The mediator can

adopt a passive role and wait for others to determine the

course. Nines find it easier to go along with other's

preferences rather than trying to find their own. Nine in

general:

Flourishes in conditions of positive support, but

avoids self-promotions. Wants recognition but will

not ask.

Likes procedures, lines of command, and rewards to

be well defined. Likes to adjust own energy output

to a predictable set of guidelines. No sudden

surprises, please.

Energized by a productive routine and other people's

enthusiasm for projects.

Wants a structure to support decisions. Doesn't like

to make decisions. Goes by the book; keeps

spontaneous decision making at a minimum.

Is cautionary in taking risks. Feels safer in known

routes. Goes with what has worked in the past.

Avoids risks that raise hopes, for fear of

disappointment.

Forestalls a decision by gathering information. Puts

off essentials while the unessentials get done.

Strategic use of deadlines produces magnificent last-

minute saves.

Feels overwhelmed with too much to do. Finds it

hard to focus on a business priority when items of

lesser importance seem like equally pressing

concerns.

V. D ISCUSSION AND FUTURE WORK

May see compromise as weakness.

Will assume leadership. The focus of attention goes

to others who are strong contenders for control of

the project, the firm, the loyalty of followers.

Respects honest leadership. Likes a worthy

opponent.

Why do we need another personality model? In fact

there are many personalities models used in determining

the learning styles of students, however there is a major

difference between and the Enneagram. The Enneagram

describes the neurotic pattern in how attention is

directed and measures motivation, underlying beliefs

and attitudes. While other models describe what

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