Developments in Business Simulation and Experiential Learning(Texas Digital Library - TDL E-Journals)
Not a member yet
2919 research outputs found
Sort by
Weighing the Ethics of Outsourcing: An Original Simulation
No full textI submit to the ABSEL March 2022 conference an original simulation, written in fall 2021 This new negotiation simulation, Weighing the Ethics of Outsourcing, focuses on issues relevant to undergraduate and graduate students. The simulation requires students to read the material, study relevant websites, periodicals, and newspaper articles cited within the work, and to understand the dilemmas of outsourcing faced by a fictitious company. No textbooks are needed or required
A Competitive Business Ethics Simulation Game
No full textThis article describes a competitive business ethics simulation game I developed for business ethics courses. The simulation game, inspired by the 2010 BP Gulf oil spill, has been played by over 800 undergraduate and graduate students at ten universities. In this article I describe the simulation, how it works, the model behind it, and explain how the simulation functions as an experiential exercise supporting the teaching of business ethics. Based on my experience with the simulation, I make some recommendations about guiding student discussion of simulation results and on grading ethically-oriented simulations. Finally, I present some quantitative data on the effectiveness of the simulation. The contribution of this article is to support and encourage business ethics instructors to add an important experiential teaching method to the existing repertoire of readings, lectures, group projects and case studies
On 360 Assessments in University Graduate Classes with Comparison to Corporate Data using a Business Simulation as the Experiential Pedagogy
No full textThere is no doubt that receiving feedback, which is constructive and unbiased, is truly a gift that should be cherished by the recipient. The most common form of feedback comes from 360 assessments. While 360 assessments have been utilized for decades within corporate environments there has been rather limited application of these tools within a university setting, in particular, during a business simulation. To the best of our knowledge, this is one of the first times that the same 360 assessment has been used with university graduate students and corporate employees across a wide variety of industries.The experiential pedagogy we use is a business simulation. Our premise is that a business simulation can effectively, within reason, emulate a real world environment to help students identify areas of strengths and weaknesses via a 360, and act as vehicle to enhance strengths and correct weaknesses thus accelerating their development needs prior to full time employment. Our primary results indicate that graduate experientially oriented classes can help students identify and begin to mitigate development needs. Teammate data is found that supports the studen
Positive Confirmation: Communication Skills in Business Settings Exercise
No full textPositive Confirmation is an experiential learning exercise designed to help accounting students work on their networking skills, improve their interviewing skills, and practice their presentation skills. Participants serve in one of two roles as a member of an auditing firm or a member of a client organization being audited. Through different scenario situations related to the exercise objectives, the participants gather information about the company and present a summary at the end of the exercise. This paper presents the background information for developing the exercise, the exercise objectives guiding the exercise, the materials setting up the scenarios and assignments, and the procedures listing the steps from beginning to end
Construction Giant - A Multi-Purpose Business Game for Education and Training in the Construction Industry
No full textThis paper will give a general overview of the design and the implementation of a multi-purpose business game, with special reference to the training of civil engineers. This experiential learning concept is intend to inspire other teaching areas and is described as general as possible to enable the transferability to other domains. In addition, this paper 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
Developing Cultural Intelligence Through Short-Term International Travel Experiential Learning
No full textThe growing globalization of business, education, and other sectors has illuminated the need for institutions of higher education to prepare students to adapt, interact and perform effectively in culturally diverse work environments (Arnett, 2002; Brislin & Yoshida, 1994; Williams et al., 2017). This qualitative, phenomenological, case study explored undergraduate students’ perceived cultural intelligence (CQ) outcomes based on their participation in full semester courses, at a specific university, that embedded short-term (7-15 days) international travel experiential learning (SIT). This study delved into participants’ perceptions of the role varied pedagogical elements of SIT played in their CQ development. Nine (9) phenomenological themes and multiple subthemes emerged across participants’ recall of their lived SIT experiences using their own words, feelings, examples, and oral stories about their perceived CQ outcomes
Facilitate Business Experience in the Classroom
No full textMonsoonSIM is a cloud based experiential learning platform that combines experiential and social learning to Formal Education. This workshop is for educators interested in bringing business experience into the classroom. In this 75-minute workshop, ABSEL participants will be operating as a virtual company owner in an immersive game. Before the participants begin playing the game. Abdy from MonsoonSIM will present a very brief overview of the scope of the MonsoonSIM platform, in terms of the number of digitized concepts, that teachers could simulate for the students. Then we will explain how MonsoonSIM supports experiential learning, that is learning by doing. In the workshop participants, will compete in a simulated economy to run a successful enterprise. Participants start with a budget and open retail stores, invest in marketing activities, buy and manage stock in warehouses and read the company’s financial reports as they play. After the game has been run, participants can analyze the company data based on their inputs. This workshop will demonstrate what the students will undergo in a typical 60-minute class time, in a typical introductory Accounting, Economics, Management or Supply Chain class. As a workshop facilitator, Abdy will demonstrate how teachers can easily set up the simulation to cater to 50 students in a classroom concurrently, in class or virtually. Participants will gain deeper understanding of business concepts and better strategic planning as they immerse themselves in the workshop. The concepts covered in this workshop are Retail Business, Marketing, Warehousing, Logistics and basics of Accounting. At the end of the workshop, business analytics will be conducted based on the game derived data. MonsoonSIM integrates a complete ERP (Enterprise Resources Planning) baseline concept - providing a solid knowledge foundation for all types of business studies. Hence, MonsoonSIM is suitable for Economics, Accounting, Operational, Industrial, Management, Finance, Logistics, Supply Chain, Entrepreneurship foundation studies
Results from Teaching Strategy Courses in a Virtual World
No full textDue to COVID-19, more university instruction has gone online (either synchronous, asynchronous, or a combination of both). Online instruction has existed for many years but was mainly asynchronous with some web conferences for interaction with students. With new tools such as Zoom or Microsoft Teams, synchronous classes have supplemented (or replaced) the previous asynchronous online classes. Either of these methods is especially difficult for a strategy course since many professors use simulations in their course. Professors must make sure each student understands the simulation as well as how the simulation relates to the strategy process covered in strategy textbooks. In a classroom or lab setting, the professor could walk around the class to see what the students are doing and to answer questions in real-time. Online presents more challenges, but faculty have learned how to do this. This paper will present results from teaching in a virtual world from Fall 2020 through Fall 2021
The B-School Knowledge Sharing Journey: How to Inform and Connect Cyber Ethics Education with the K-12 Pipeline
No full textThe COVID-19 pandemic has disrupted our lives in many ways. One key area of disruption has been in K-12 learning. As the world was thrown into fully remote environments, students of all ages were forced into a cyber learning environment with little to no preparation, as these challenges were unlike any other in education. Both educators and students found out very quickly how unprepared this remote learning environment was from a cyber preparation perspective. Knowledge sharing across higher-education institutions, industry, and K-12 schools have been challenging because foundational structures for collaborative partnerships were frequently absent. . The purpose of this paper is to start to address some of the cyber challenges experienced by K-12 education in the United States through the presentation of a collaborative cyber ethics leadership framework and to address the gaps in training and sharing of best practices through a cyber ethics training intervention called the Cyber Ethics Education Accelerator. This paper describes the positive knowledge sharing journey that can happen across Business schools (B-Schools), industry, and the K-12 secto