“As academic technology leaders and emerging leaders we can do better than to keep supporting the personality-type/MBTI myth. We can pay attention to what the research does say about productivity, and have the courage to jettison some long-held practices and assumptions that are not supported by the research,” says Dartmouth’s Joshua Kim in a post for Inside Higher Ed’s “Technology and Learning” blog.
Kim is the director of digital learning initiatives at the Dartmouth Center for the Advancement of Learning.
