Developments in Business Simulation and Experiential Learning(Texas Digital Library - TDL E-Journals)
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Tracking Insights Derived and Learning via Decision Support by Simulation Phase
No full textBased on Kolb’s experiential learning model, this paper tracks insights derived by simulation participants as they repeatedly move through the experiential learning cycle during four simulation phases. Screenshots of decision support system (DSS) packages used, and insights derived are tracked by simulation phase. Scaffolding support and instructor intervention guide participants as they pass through the concrete experience, reflective observation, abstract conceptualization and active experimentation stages of the experiential learning cycle during 12 decision periods. Data on course engagement and insights derived based on DSS and online graphics usage by simulation phase provide evidence of critical thinking skills development as participants progress from knowledge, acquisition, understanding and application to higher-level cognitive processes of analysis, evaluation and creative thought
Continuous Improvement in a Capstone HRM Course
No full textThis paper examines the use of generative artificial intelligence and text mining tools to analyze student reflections and performance in two sections of a new human resource management capstone course, aiming to identify impactful modifications for continuous improvement. Primary elements of the course include a commercially available simulation, a research assignment, and regular reflections. Results from the analyses are shared along with future directions. Instructors who use experiential course assignments, including simulations and reflections, may glean some practical insights and identify strategies for reviewing and revising their course design. 
A Distressed Bank\u27s Crisis Resolution: An Experiential Learning Approach in the Principles of Macroeconomics Class
No full textThis paper presents an experiential learning exercise designed to simulate a distressed bank scenario in a Principles of Macroeconomics course at the undergraduate level. The exercise offers students a unique opportunity to engage with critical macroeconomic concepts, including bank failures, liquidity crises, systemic risk, central bank interventions, and government bailouts. By assuming roles within a simulated financial system, students will gain a deeper understanding of these complex concepts while simultaneously developing valuable skills in critical thinking, collaboration, and decision-making. Additionally, prior to the experiential learning, a classroom survey is administered to assess students’ baseline understanding of these concepts and their attitudes toward financial crises. The initial responses from the survey will be used for analytical purposes, allowing for a comparison of changes in students’ knowledge and perceptions as a result of their participation in experiential learning. This paper discusses the design and execution of the experiential activity, the role of the pre-experiential-activity survey in assessing learning outcomes, and the broader implications for teaching macroeconomics
Workplace Learning: An Experience-Based Approach
No full textThis paper examines the development and application of an innovative instructional framework designed to integrate emerging workplace learning strategies within a graduate Human Resource course. Addressing the growing demand for continuous knowledge and skill development of the workforce, the course emphasized experiential and self-directed learning methodologies. The instructional framework was grounded in the foundational adult learning theories established by Kolb, Knowles, Kenyon and Hase, and Mezirow. Fostering the development of skills required for successful learning in the workplace including analytical thinking, social learning, critical discourse, and reflection. Qualitative feedback from students highlighted the course’s effectiveness in promoting engagement, motivation to learn, and relevance to work role, and industry context. These initial findings suggest that such instructional approaches can contribute to workplace learning practices, supporting organizational sustainability, and fostering a competitive advantage. 
Narrative paths to creativity: Evaluating Human and AI Contributions
No full textMilitary educators must prepare their students for an uncertain future. By sharpening creativity skills, military students can develop the creative imagination to predict what will happen next and be better prepared to adapt to the unexpected. Such prediction requires acute creative thinking skills that can be combined with critical thinking. Military planning processes can help the combining of creativity and critical thinking if the conditions for such an endeavor can be nurtured. These processes entail a means of developing plans, testing those plans for viability, and publishing an order directing subordinate units to execute the selected plan (Department of the Army, 2014; Department of the Army, 2012a). Included in this process is a technique for testing plans for viability also known as the wargaming step of the military decision-making process (MDMP) which involves imaginatively predicting the future actions of opponents on a battlefield. This study examines new curriculum designed to help improve student creativity. The focus of this study was to conduct a mixed methods program evaluation of the C150 Critical and Creative Thinking block with a specific focus on the experimental lesson from the Creativity Study to determine if this curriculum replicated the improved creativity of the original study. This study, like the original, was conducted at the U.S. Army Command and General Staff College (CGSC). This mixed methods program evaluation examining creativity levels among CGSC students before and after receiving narrative perspective taking, followed the Ohio State University Project Narrative method (Fletcher, 2021c)
Between Two Worlds: An Analysis of the IT Talent Cost Gap and its Implications for Digital Transformation
No full textThe demand for IT (Information Technology) services has been increasing worldwide since the early 2020s. The COVID-19 pandemic triggered a phenomenon in which several companies invested in digital transformation in order to maintain competitiveness. The proliferation of online resources and formal education programs worldwide has empowered practitioners globally to develop digital solutions for companies across various regions. In this paper we evaluate the talent acquisition costs of four key IT roles essential for digital product development by comparing emerging South American economies with developed North American economies. In addition, we incorporate insights from IT Directors providing a comprehensive analysis to guide corporations in strategic talent acquisition decisions based on specific needs and budgets
Development of a Scenario-based decision practice experience, with no scenarios
No full textScenario-based learning experiences have been in use for centuries. Tactical decision games (TDGs) are a recent example that have been implemented in the military and first-responder organizations to train tactical and strategic skills to junior and senior personnel. While implementation strategies vary, the basic structure has remained the same for decades: introduce a scenario riddled with uncertainty, pose at least one dilemma that prompts a response from the learner, provide feedback to the learner. TDGs can be considered a subset of simulations. Seeking to enhance an incipient mentoring program for emergency veterinarians, we developed a decision practice experience that alters the TDG format, draws on cognitive task analysis and the experience of the players as the basis for the learning mechanism, and offers a more scalable approach to implementation. This paper discusses the motivations behind its design, introduces the experience, and shares early feedback from organizations who have implemented it
Outsourcing the Mind: New Tech and the Business Student\u27s Advantage
No full textWe explore how cognitive offloading, the delegation of mental tasks to external aids, can transform business education in conjunction with AI, VR, AR, and digital platforms. Rooted in distributed cognition and experiential learning theories, cognitive offloading alleviates lower-level mental tasks, allowing students to concentrate on conceptual thinking, strategic analysis, and creative problem-solving. The widespread use of personal devices and technology acceptance frameworks reveals how these tools can revolutionize learning outcomes by fostering deeper engagement. Immersive simulations reduce cognitive load, while data-driven AI tutoring systems personalize education to enhance understanding and performance. However, reliance on automated aids raises concerns over diminished foundational skills and equity challenges arising from the persistent digital divide. Ethical issues, such as data privacy and algorithmic bias, likewise demand careful consideration. By reviewing successful case studies from global business schools, this paper identifies best practices for harnessing new technologies without sacrificing core cognitive abilities. The discussion concludes with recommendations for future research, advocating for cultural sensitivity, sustained inquiry, and holistic frameworks that balance innovation with critical thinking. We argue that judicious use of cognitive offloading and emerging technologies can enrich business education while preserving the essential skills required of future leaders, such as critical thinking and adaptability
Experiences for Half of a Century: Reflections on 50 Years of ABSEL
No full textAn ABSEL veteran of 50 years shares reflections on 50 years of ABSEL. The development and persistence of the Hoover definition of experiential learning is discussed. The rationale for a continuing adoption of alternative educational processes is highlighted as well as a preference for andragogy over pedagogy for adult learners. The characteristics of ABSEL’s target audience of students are discussed by comparing the students of 2024 with the students of 1974. Challenges for ABSEL going forward inform the conclusion. 
Business Simulation and Employment Skills Development: Final Report on Investigation of Postgraduate Student Perceptions
No full textWe report findings from a recently conducted three-year research study on student perceptions of employability skills developed or enhanced through a multi-week business simulation project. Focus of the project has been postgraduate students at a leading UK business school, complementing a previous study by the authors on undergraduate student cohorts. Some preliminary and interim findings have been presented previously but this paper incorporates the cumulative research data and summarises results across the project’s duration. The research builds on earlier studies by extending the sample group to three diverse postgraduate cohorts, engaging with the same simulation activity, and by validating our understanding of student experience through further focus group activity. This study contributes to the field of simulation applications in business and management education in three important ways: (1) Development of skills that enhance students’ employability prospects and future career development; (2) Engaging increasingly diverse cohorts of students in post-graduate teaching and learning delivery; (3) Embedding of experiential learning within business school curricula – in the context of this study, through simulation-based training [SBT]. The study reports qualitative and quantitative data and analysis, to draw conclusions and make recommendations for further development of SBT in the business school context, with a particular focus on employability.