Developments in Business Simulation and Experiential Learning(Texas Digital Library - TDL E-Journals)
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SEMAT GAME: Applying a Project Management Practice
No full textSemat is an initiative that supports the creation of a kernel of essential and universal elements for all software development endeavor and a simple language to describe methods and practices. Project management is the application of knowledge, skills and techniques to project activities as a way to satisfy its requirements. PMBOK is a guide for defining the life cycle of a project by considering knowledge areas and process groups. Some games oriented to teach the Semat kernel elements and the way to use them to measure the progress of a project were discovered in the state of the art. However, practices outside the software engineering context are not the focus of such games. In this paper we propose a game for teaching the Semat kernel elements and their relationships with project management practices
Can Systemic Thinking be Measured? Introducing the Systemic Thinking Scale (STS)
No full textThis paper presents an exploratory study to measure systemic thinking in undergraduate business students. Based on literature related to cognitive styles, we identify three dimensions of systemic thinking - locus of attention, inter-relatedness and flexibility. The authors developed a 25-item Systemic Thinking Scale (STS) which is being tested on undergraduate students during Fall 2014. The scale\u27\u27s validity and reliability, as well as its relationship to student performance in the class, will be tested during late Fall 2014/Early Spring 2015
Walk in my Shoes: An Unconventional Approach for Learning about Leaders
No full textNelson Mandela, Richard Branson, Fidel Castro and other leaders all stepped into my classroom last week. We spent two hours debating who was the best leader, comparing and contrasting how one becomes a leader, reflecting on our failures and successes, and looking at what we had in common (or not). In reality, students in my leadership class were invited to become the leader whose biography they had read, and, in doing so, they were able to develop a deeper understanding and appreciation of these leaders than would be possible if they were simply asked to report on their investigation of these individuals. In this paper, I describe an experiential learning approach that turns student presentations of their book reviews into an active, personal learning experience. This approach invites students to incarnate the leader whose biography they read and to share their wisdom and insights with the other leaders in the room. Students experience the leaders, through the eyes of others, but also through the thoughts and feelings they have as they are presenting themselves as these leaders. This paper describes how the experience unfolds as well as some of the unique lessons that students have learned from their role models
THE BOSS: A Competitive Game That Shows Some Aspects of the Management of a Software Development Company
No full textThe Boss simulates aspects of the management of a software development company in a competitive market scenario. It stimulates players to handle different important business functions, such as sales, development, human resources, and administration. During a game session, teams compete for clients, hire employees, control workspace availability, and deal with market variation, from blooming to recession times.Desiring to have the best company, players must manage their resources and pay attention to the competitor
Construction Giant
No full textThis demonstration will give a general overview of the implementation of a multi-purpose business game, with special reference to the training of civil engineers. This experiential learning concept is intent to inspire other teaching areas. In addition, this demonstration should trigger a lively discussion on the design of modular-oriented business games which will enable the facilitator to address a variety of learning outcomes / addressees with only one business game concept.Due to the fact that the development of computerized business games lead to extensive cost (Wilson et. al., 2008) and Andlinger & Greene (Andlinger, 1958) have proved already in the sixties, that manual business games can be even successful, here the design and implementation of a multi-purpose board-based business game will be demonstrated. Besides the lower costs, a particular advantage is furthermore that board games can be conducted independently of IT infrastructure at almost any location
The Changing Academic Environment: What Role Will Experiential Learning Play in the Survival of Higher Education
No full textOur special session will look at the rapid changes in traditional face-to-face academe and discuss the role that experiential learning should play in academe in the future
Exploring the Use of a Business Simulation to Teach Business Concepts to Emirati Students
No full textThe United Arab Emirates (UAE) is one of the most economically developed countries in the Arab world, based on various parameters such as oil production, gross domestic product (GDP), infrastructure development, and human rights parameters (Obay, 2009). At the same time the UAE depends heavily on expatriate labor to achieve this position (Al-Ali, 2008). There is a concerted effort from government to create more employment opportunities for UAE nationals, especially in the private sector, since only 1% of the private sector employees are UAE nationals (Barhem, Salih, & Yousef, 2008). According to Muysken and Nour (2006), feedback from industry in the UAE is that transfer of knowledge does not occur between what students learn at tertiary institutions and in the workplace. Emirati students entering the workforce from university are perceived to lack the required knowledge, understanding and ability to apply business concepts (Barhem et al., 2008). Preparing students for the workplace therefor requires a renewed focus on the correct educational tools and pedagogy to achieve success. This research mainly focused on student perceptions of the use of a business simulation and its usefulness to learn and apply business concepts. The research study used a qualitative, phenomenological approach to determine the perceptions of Emirati students of the effectiveness of a business simulation to improve their application of business concepts in a real-world environment. The study used a focus group discussion to capture the lived experiences of students who completed a business simulation as part of a course in their degree program. The study indicated that students perceived simulations as a support to understand and apply business concepts
Can business news articles be used to teach business model analysis?
No full textPurpose. The purpose of this paper is to share a content analysis of business news articles’ usability for teaching Business Model concepts in a capstone business course. There is a gap in business capstone literature because published articles do not address the applicability of business news to Business Model teaching. Findings. Content analysis of a random convenience sample of business news articles found 63% of articles were appropriate for illustrating Business Model concepts. Recommendations. This limited study should be expanded with larger samples and automatic content analysis to determine if Business Capstone professors should include business news in strategy courses to address student lack of Business Model understanding. Limitations. This study used randomly chosen samples (teaching materials, news articles); therefore, findings are limited. Also this study’s content analysis used interpretive coding. Future research with automatic coding is needed to increase validity. Future research is needed for broader samples and to measure effects of this teaching technique. Value. Business Model teaching is a core component of Business Capstone courses, but evidence shows students do not understand fundamental aspects; therefore, professors must use innovative and experiential methods that can improve learning
Games with Purpose Development Methodology by Ludology Laboratory
No full textThis article presents the formalization of the methodology used by members of a Ludology Laboratory to develop games with purpose. The methodology consists of a five-step process: Conception, Project, Development, Evaluation, and Packaging, and also by the tools and practices used during the execution of its tasks. It was defined by considering experiences of lab members while creating ludic artifacts, other works that also propose processes for this very same end, the study of documentation created during game development within the laboratory, and the logs of these processes. Three examples of the usage of this methodology are shown. This work hopes to contribute to developing new methodologies for designing serious games, which have greater dynamism and collaboration between those involved, whether they are researchers, programmers, artists, or game designers
Teachers, Students & Alumni: Benefits & Challenges of Developing a Virtual Online Learning Community
No full textThis paper explores online learning communities as a basis for sustainable academic organizational culture wherein learning, multi-directional mentoring and ongoing social network development are foundational for complex problem solving and enduring relationships among community members. First, the challenges of creating a virtual and meaningful academic organizational culture are explored from faculty, student, and alumni perspectives. Various aspects of learning, with emphasis on whole persons and community, deep smarts, grit, and knowledge sharing are delineated. Multi-directional mentoring and social network development are considered as pertinent to complex problem solving. Community development is inspected as an end unto itself. Pec