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Quality of learning outcome is the primary goal of higher education. University lecturers should be equipped with andragogic skills to enhance learning. At the exemplar institution, 10 lecturers, aged below 50, were not trained to teach in higher education. Recurring evaluation comments, from Bachelor and Master of Education students highlighted lecturers’ poor teaching methods. This study therefore, adopted Whole Brain model by Herrmann (1996) to enhance the quality of teaching practice. The model is comprehensive in facilitating innovative teaching techniques and enhancing learning. It encourages lecturers to be aware of their thinking style preferences in order to design learning opportunities that factor in learners’ diverse learning differences (De Boer, Du Toit, Scheepers and Bothm, 2011). Herrmann Brain Dominance Instrument (HBDI) (a survey questionnaire) was used to collect quantitative data while face to face interviews gathered qualitative information. HBDI data was computed into participants’ thinking preference profiles. Deductive thematic approach was used for qualitative data analysis and results showed diversity in thinking styles among the participants. The majority confirmed their understanding of the model and its diagnosis of thinking preferences. The HBDI proved to be a valid, reliable measure of human mental preferences. The research recommends the participants to fruitfully use the HBDI in their teaching endeavors. Seminars on learning style flexibility are recommended as part of professional development. Finally, institutions of higher learning can subscribe to the Whole Brain Group and have their workers and students complete the HBDI so that they become aware of their preferences for teaching-learning benefits.

Lecturers’ Thinking Preferences and Learners’ Individual Differences Based on the Whole Brain® Model: A Case of Solusi University, Zimbabwe