Developments in Business Simulation and Experiential Learning(Texas Digital Library - TDL E-Journals)
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The Use of Cases to Stimulate Discussion and Inspire Students to Write Publishable, Usable and Interesting Cases.
No full textThis paper has four distinct purposes. First it addresses why cases provide a viable method to stimulate learning. Second, it provides ideas that can be utilized to effectively use cases in the classroom setting. Third it addresses the importance of live cases. Finally, it provides some direction and ideas that may prove useful in getting students to write publishable cases. Using processes presented in this paper, the author has had success in winning awards of the best student authored case of the conference on a couple of occasions. In addition, the author has been able to get students published by moving the conference case and getting it published in peer reviewed journals
Assigning Individuals Credit Towards Grades for a Unified Submission: Theory and Application
No full textA theory of how to assign individual credit towards grades for a unified submission is presented, together with a computerized teaching management application, GroupMaker, that implements the theory. Data on the choices students make and exploration of the reasons for those choices would extend this research
Feedforward: A Step Towards a Co-Created, Engaging Classroom
No full textThe COVID pandemic caused major disruption to the higher education environment. Especially hard hit was the student experience in the class. This study examines the use of feedforward to assess the pulse of the learning environment and the likelihood that instructors adjust their teaching methods and tools to provide a more engaging and satisfying classroom experience. This study also looks at the relation between feedforward results and end-of-semester teaching evaluations
Creating the Leading Change for Sustainability in Schools (Vietnam) Simulation: A Research and Development Project
No full textThis paper represents the initial steps of a research & development (R&D) project, aimed at producing an online computer simulation for the purpose of training educators for the challenge of integrating more sustainable practices into Vietnamese schools. The project used a formal set of R&D steps to create the Leading Change for Sustainability in Schools (Vietnam) Simulation based on an existing simulation previously designed for the global business sector (i.e., Leading Change for Sustainability – Business version). In this project, the authors adapted the existing English language business version of the simulation for use in preparing teachers and principals how to meet the challenge of leading the change towards sustainability in Vietnamese K-12 education system. Then, the authors present findings from the research and information collection phase which consisted of a literature review on education for sustainable development and a small-scale qualitative research study. Finally, the authors discuss how this information was employed to create an initial working version of the new education-oriented simulation for use in Vietnam. The significance of this paper lies in the detailed description of a research-based approach to simulation adaptation both in terms of organizational context (i.e., from corporate to school sector) and society (i.e., prepared explicitly for the Vietnamese cultural context
Hybrid Methods of Organizing Groups for a Business Game
No full textWe investigated the problem of how groups should be organized for a business game by implementing a hybrid method that combines self- and computer-assignment. This method rests on a scoring system that derives group performance scores from individual performance scores. In our scheme, individual performance is the outcome of individual consumption of the products produced by the companies of the game. We describe our scheme, show how scores are derived, and examine three hybrid-method variants. Data obtained from a 202-undergraduate, one-semester administration of a business game that incorporates the three variants show that initial differences in group sizes arising from different variants narrow as the game proceeds, but persist to the end of the exercise; and that differences among the variants are not substantial enough to give rise to statistically significant differences in the pattern of increases in mean scores over the duration of the exercise. The data also suggests that players may perform best when, at the start of the exercise, the size of their group exactly matches the size they prefer
Can Driving in Games Translate to Driving in Real Life? A Study of Game Based Traffic Education
No full textThe main purpose of this research is to examine the effect of game based learning on knowledge acquisition and retention of road rules. This quasi-experimental study employed pretes
Emotional Intelligence: A Demonstration
No full textThis demonstration will provide the participants with an opportunity to experience an emotional exercise. Participants, either individually or in teams, will play several experiential roles and will be exposed to the exercise that the authors have successfully used in their business classes. An extensive debriefing will follow the actual exercise
Experiential Learning in Higher Education: Bucketfeet in the Classroom
No full textExperiential learning theory defines learning a
Managing Human Resources
No full textThe name of the game is Managing Human Resources Simulation. This simulation is a set of connected case studies situated within the Human Resources function, and occurring over time. This approach corresponds to the learner-centered model referred to a