Three lecturers respectively in Speech-Language Pathology and Audiology,
Occupational Therapy and Physiotherapy (SLPA, OT and PT) at a public Higher
Education Institution in South Africa collaborated to determine thinking
preferences. The Herrmann Brain Dominance Instrument (HBDI®) was used
to collect data from three lecturers while an adapted version of the HBDI®
was used to collect data from second year students and colleagues in the
three disciplines. The results from students showed a trend towards left brain
dominance with a primary preference for the B-quadrant mode of thinking.
The students’ brain dominance did not necessarily correlate with those of
the lecturers or their colleagues. The results created a better understanding
of students’ thinking preferences, made lecturers more accountable and
emphasised the importance of making provision for diversity in teaching
and learning. Less preferred ways of thinking need to be challenged with a
view to promoting ‘whole brain’ thinking.