A Comparison of Field-Dependence Cognitive Styles of Professionals in Purchasing and Consumer Service and Secondary Marketing Education Students, With Implications for Workforce Development

The field-dependence cognitive styles of 44 professionals in purchasing and customer service occupations as assessed by the Group Embedded Figures Test provided a benchmark to interpret cognitive style data for 239 secondary marketing education students. The professionals were more field-independent than students. Professional males were more field-independent than professional females and both student gender groups. Male marketing education students were more field-independent than female students. These field-dependence cognitive style differences suggest that males have greater access to analytic traits such as restructuring skill, problem solving interest, and skill with abstractions. Theoretical and practical implications for workplace skill development are discussed.