Developments in Business Simulation and Experiential Learning(Texas Digital Library - TDL E-Journals)
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Bridging the Theory-Practice Gap Through the E3 Learning Experience Framework
No full textA Gallup–Lumina Foundation survey (2014) revealed that 96% of chief academic officers believed their institutions effectively prepared students for the workforce, while only 11% of business leaders agreed. A pilot implementation of constraint-based virtual work-integrated learning (V-WIL) produced substantial gains in students\u27 self-reported professional confidence, with those lacking prior professional experience showing the largest improvements. This feasibility study examined whether authentic workplace constraints—resource limitations, information gaps, stakeholder tensions—could be systematically integrated into undergraduate business education to address the documented gap between academic preparation and workplace readiness.The E3 Learning Experience framework (E3LX) operationalizes constraint-based design through three integrated phases—Engage, Enrich, and Encode—that sequence workplace constraints with progressive scaffolding grounded in situated cognition, cognitive load theory, and the zone of proximal development. Students engage with Simternships, simulated internship experiences requiring decisions under authentic limitations including fixed budgets, incomplete analytics, and competing performance metrics.A pilot study at a Midwestern public university (n=51, Spring 2025) addressed the research question: To what extent does constraint-based V-WIL support changes in students\u27 self-reported confidence in applying professional skills, and how do patterns differ by prior experience? Students reported gains across all measured domains, with campaign management confidence increasing 40.4 percentage points. Notably, students without prior professional experience demonstrated the largest improvements (+51.4 points versus +30.0 for experienced peers), suggesting constraint-based design may provide particular value for students lacking access to traditional internships.These preliminary findings establish feasibility rather than efficacy; limitations including self-report measures and single-institution design inform a research agenda requiring controlled studies and cross-disciplinary replication. The paper reviews theoretical foundations, describes E3LX design, presents pilot evidence, and offers implementation guidance
Integrating game-based learning for teaching Agile Project Management: learning Scrum through interactive simulation in Unity
No full textGlobal demand for professionals proficient in Agile Project Management has grown substantially as organizations increasingly rely on iterative development to navigate complex digital transformation. Despite Scrum being the most widely adopted Agile framework, traditional pedagogical methods often fail to provide the experiential understanding needed to apply its principles effectively in real world contexts. This persistent gap between theoretical instruction and practical application limits the development of critical competencies in teamwork, prioritization, and adaptive planning among emerging IT professionals. In this paper we present an interactive serious game in Unity which integrates game-based learning principles for simulating the full Scrum process through dynamic role-based interaction. The solution offers a novel, immersive, and measurable approach for teaching Agile Project Management by allowing learners to experience the collaborative and adaptive nature of Scrum within a simulated project environment, thereby enhancing both conceptual understanding and practical competence
Experiential Learning Through AI, ARS and Marketing Simulation Integration: Advancing Marketing Strategy Competency
No full textThis paper explores a detailed experiential exercise to augment student learning in an undergraduate marketing class. The purpose of the exploration is to deepen students’ understanding of building marketing strategy using generative AI and an ARS (Audience Response System) with “NewShoes”, a well-established marketing simulation from Interpretive Solutions used in undergraduate principles of marketing courses. Although the benefits of simulation-based learning have been well characterized, few link experiential simulation with generative AI and ARS, for the purpose of increasing student competence in building marketing strategy. This examination also contributes to an evolving assessment of the benefits of incorporating generative AI to enhance student experiential learning, and an established body of work that connects interactive methods to better learning outcomes
Scale the Experience, Keep the Rigor: Conservative AI Adoption for Business Strategy Education
No full textThis paper presents a conservative, instructor-led workflow for using generative AI to scale scenario-based learning in Strategic Management without sacrificing rigor. The approach pairs two reusable prompts: one to generate a decision-rich scenario and one to produce a companion teaching note that completes the analysis and anchors claims in quoted evidence from the scenario. The workflow requires instructor review, documents key prompt inputs and edits, and produces Assurance-of-Learning-ready artifacts, including an evidence map, a model answer, and assessment rubrics. We illustrate the approach with an example aligned to Porter’s generic strategies and provide appendices instructors can adapt across topics, industries, and course levels. We conclude with practical adoption guidance, key risks (e.g., inaccurate details and level mismatch), and evaluation recommendations that compare AI-generated scenarios with traditional cases on learning outcomes, engagement, and preparation effort
Succeeding to Fail: When an Experiential Learning Initiative Outgrows its Home
No full textThe Super Analytics Challenge was launched in 2021 as a community-based integrated learning program connecting business analytics, skill-based volunteering, and societal impact. Over five years, the Challenge scaled from a single-school initiative into a regionally recognized, multi-institutional platform. This success in learning outcomes and external engagement produced a mission–structure mismatch that exceeded the capacity of its original organizational home. Drawing on five years of participation data, student surveys, post-mortem reports, and operational workload estimates, this paper applies the Bower–Burgelman framework to identify success-induced separation triggers. It then proposes Challenge 2.0: a redesigned model featuring consortium governance, consolidated staffing, multi-year thematic focus, and tiered participation through local university heats. The case offers transferable design guidance for scaling experiential learning initiatives while preserving rigor, equity, and impact
Teaching Ethical Awareness: A Pilot Review of Spirituality and Mindfulness in Management Classrooms
No full textThis paper examines how spirituality and mindfulness - traditionally associated with inner development, can be meaningfully integrated into management education to cultivate ethical awareness and responsible leadership. Drawing on a systematic review of 30 articles published in the Journal of Management Education and Academy of Management Learning & Education, we categorize existing work into conceptual, empirical, and narrative contributions and evaluate how these streams address ethical behavior. Our review reveals fragmented definitions, limited empirical evidence, and minimal integration between spirituality, mindfulness, and ethical management outcomes. To address these gaps, we propose an integrative conceptual model in which spirituality enhances mindful awareness, mindfulness supports organizational mindfulness, and organizational mindfulness serves as a pathway to ethical management practice. This framework highlights how inner development processes can be translated into pedagogical interventions that promote ethical decision-making, character formation, and values-driven leadership. The study contributes to ongoing conversations about innovative management pedagogy and offers guidance for future empirical and classroom-based research exploring how spirituality- and mindfulness-infused teaching can shape ethical capabilities in emerging managers
Do Total Enterprise Simulations (TESs) Address the Learning Outcomes for the Business Strategy Course?
No full textPurpose. This study asks how UG (Undergraduate) business strategy course TESs (Total Enterprise Simulations) address the course SLOs (Student Learning Outcomes). Design. A sample of SLOs was collected and used to test a sample of TESs with a content analysis of each’s features and user experience. Findings. The investigators find mixed results. TESs only address some strategy course SLOs. Implications. Software improvements and more research studies are needed to improve TESs. Value. The findings present a framework for use in future TES evaluations. This domain of research is critical because it will lead to a stronger link between SLOs and TESs. Keywords. Business strategy course, Total Enterprise Simulations (TESs
Experiential Learning as a Moderator of Entrepreneurial Intention: Student Perception in a UK University
No full textEntrepreneurial intention (EI) is a central construct within entrepreneurship education research, particularly in studies informed by the Theory of Planned Behavior (TPB). While existing evidence demonstrates that entrepreneurship education can positively influence attitudes, subjective norms, and perceived behavioral control, the magnitude of these effects varies considerably across educational contexts, learner backgrounds and pedagogic designs. Emerging scholarship points to Experiential learning (EL) as a potential moderating mechanism that shapes how entrepreneurship education translates into intention, yet limited research has explored this relationship within postgraduate populations. This study addresses that gap by examining the moderating role of experiential learning – both curricular and co-curricular – in the development of entrepreneurial intention among postgraduate students at a UK university that has a strong strategic emphasis on applied authentic and practice-based learning.Qualitative data from 25 semi-structured interviews (30–40 minutes) were analysed using an iterative hybrid thematic approach, deductively structured by TPB constructs and inductively capturing emergent experiential learning influences. Findings indicate clear shifts in attitudes toward entrepreneurship, strengthened normative support, and increases in perceived behavioural control across participants, although the degree of change diverged markedly depending on the extent of experiential engagement. Students exposed to rich experiential opportunities – such as simulations, live projects, consultancy tasks, interaction with entrepreneurs, and peer-led enterprise activities – reported significantly stronger, more concrete entrepreneurial intentions. Conversely, students experiencing fewer applied learning opportunities exhibited more modest intention development, despite recognizing gains in knowledge.The analysis demonstrates that experiential learning moderates each of the TPB antecedents, amplifying or activating their influence on entrepreneurial intention rather than exerting only a direct pedagogical effect. The study contributes empirical evidence to ongoing debates within enterprise education, highlighting experiential learning as a key conditioning mechanism shaping intention formation. Implications are offered for programme design, institutional strategy, and future research into differential experiential effects across learner groups
The ABSEL Conference Program Game: A Frame Game
No full textIn this games-ready-to-play session, participants can play a quiz-show-like game by answering questions drawn from this year’s ABSEL Conference Program. Afterwards, participants will be shown how to create a similar game using the frame-gaming features of GroupMaker Community, a teaching management computer application freely available for teaching and conducting educational research
Embedding Change Management into Project Management Courses
No full textChange Management training and awareness are essential elements of Project Management curricula in higher education, responding to today’s complex and dynamic organizational environments. Through a comprehensive review of literature, industry trends, and Project Management course content, the analysis demonstrates that teaching Change Management enhances project success rates, strengthens leadership competencies, and promotes adaptability in future project leaders. The review expands on best practices, challenges in educational implementation, and evolving strategies shaped by technological advances and stakeholder engagement imperatives. In addition, reflective detail is provided to discuss the addition of a Change Management focused module to an existing Project Management course. With emerging trends such as artificial intelligence, agile methodologies, and a growing emphasis on people-centric leadership, the importance of Change Management instruction will continue to increase. This emphasizes the necessity for educators to continuously adapt curricula to produce graduates ready for complex changing environments and their effect on organizations.