Developments in Business Simulation and Experiential Learning(Texas Digital Library - TDL E-Journals)
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The Visual Professional Development Model: And Experiential Counseling Model for Professional Development
No full textThis paper is a participatory action research progress memo and the after-action report of an exploratory case study. It describes an innovation in practical routine assessments and should not be generalized beyond the limits of the setting of the pilot project. However, the results are promising and suggest that other organizations may benefit from this broad approach to developing co-creative assessments of individual professional development between an advisor and a student, between a teacher and student, or between a mentor and mentee. It was developed during a Masters thesis inquiry at a military college, exploring innovative ways to improve talent management within a profession, and was piloted in a small cohort of students with several faculty members at a military college which educates mid-career organizational leaders. It has proven to be satisfying to faculty and students alike, and students who graduated last year that applied it in their next units of assignment report favorable reactions in the field. The model is being more broadly applied in a second pilot program in this year of the virus, and initial feedback looks promising for a wider application in the future. The author believes the method is easily adaptable to other professional domains based on application in private consulting among financial service professionals and in conjunction with business school faculty from a major university. The model was briefly presented during ABSEL 2020 Pre-conference workshop, and if accepted this abstract will be amplified with examples, a case study and instructions on how to adapt and apply the model
Experimental Approach for Game Design: Online and Analog Game Fusion in the Corona Era
No full textThe Covid-19 epidemic, which struck the world in early 2020, strongly affected analog gaming researchers and practitioners. Social distance was recommended for reducing infection risk. Many people have avoided surrounding tables. Furthermore, disinfection is required for objects that have been touched by others. These precautions all degrade the analog game experience. Analog games will disappear if nothing is done. Therefore, the authors examined methods to apply the virtues of analog games to online lectures
Sustaining Engagement And Learning In A Pandemic
No full textBased on learning and engagement theory, this paper compares evidence of (a) observed in-class participation / interaction skills (cognitive), emotional (affective), and performance physical (behavioral) engagement among competing simulation team members prior to and during the Coronavirus COVID-19 Pandemic. Remote online (via Zoom) engagement measures monitored include observed levels of improved attendance, in-class focus and energy, relevant questions raised, discussion quality, decision support package usage, end-of-period scaffolding, initial, intermediate, and final debriefing despite initial Zoom-related challenges encountered. Outside-class engagement measures monitored include two-way communication, bi-weekly online decision entry, results retrieval, and graphics package usage, weekly writing assignments, individual report, team presentation, server log statistics of daily, weekly, and semester team activity, website tracking, prior to and during the COVID-19 pandemi
A Real-World Negotiation Task for Real-time (Synchronous) Learning
No full textThis paper describes a negotiation task designed to introduce negotiation concepts to business students experientially in a manner that also has real consequences for the students. Students negotiate for a variety of actual items that they can take home or use in other ways. Furthermore, the task, previously done only in face-to-face classes, was recently reorganized to include both in person and remotely attending students. Both in person and remote students participate in the process and debriefing, and typically report that they enjoyed the exercise and felt engaged. This activity helps answer the need to provide complex and messy experiences during synchronous instruction that can help achieve the same gains typically provided by experiential learning within the in person classroom
Engaging Digital Natives with Simulations in a Business Data Security Course
No full textTo perform effectively, it is important for cyber security professionals to understand an organization’s goals and objectives. This paper discusses how CyberCIEGE, resource management simulation game, was used within a classroom setting to teach students about cyber security principles applied within a business setting. Digital game-based learning, which can be used to motivate and engage digital natives, was introduced into an information security course to provide students with more exposure to real world business issues. Student engagement with the simulation and student perceptions of the simulation are discussed. Findings indicated that while many students liked being able to solve business security problems in a virtual business setting, they also felt that additional help was needed to play the game effectively
Why Should I Behave? Addressing Unethical Cyber Behavior through Education
No full textThe pace and scale of change within the fields of data and cyber technology are so large that practitioners in these fields are focused on mission accomplishment over reflection on the ethical ramifications of evolving policies and procedures. As a consequence of the COVID-19 global pandemic, practitioners are scrambling to provide services over virtual platforms without pausing to reflect on the ethical implications and moral consequences of their increased virtual behavior. The escalation of data and cyber use without an ethical consciousness of that virtual technology makes us blind to unintended consequences and vulnerable to attacks by perpetrators and nation states exploiting our limitations. This paper examines the pertinent and timely need to reconsider cyber ethics, ethical cyber theories, and the limited and inequitable cyber ethics education happening in the United States. The authors then present a model for creating a comprehensive data and cyber ethics educational model and examine the leading role higher education and the military can play in advancing the model. The paper concludes with a call to collective action by professionals, educators, and leaders in the data and cyber technology sector and presents recommendations
Replacing Summative Peer Evaluation with Self-Managed Group: A Lesson in Illusory Superiority
No full textSummative peer evaluation has deleterious effects that can be avoided by a process we call self-managed group (SMG). SMG requires students to specify their preferred group sizes and choose between personal performance and group performance as their preferred bases for group credit. SMG also enables students to re-assign themselves, subject to instructor-set conditions. SMG does require a measure of personal performance closely linked to group output. Group credit for the group assignment is based on the product of the group output score and weighted personal performance, itself computed as the preference weighted sum of each student’s personal performance score and the mean personal performance score of the members of the group. A study of SMG used in conjunction with a computer-assisted, internet-based, one-semester game showed that when the game ended, 94.4% of participants who performed below the mean chose, to their own disadvantage, the personal performance basis for group credit. The disadvantageous effects of illusory superiority, as well as the possibility of high performing members rationally sacrificing personal advantage for group benefits are teaching points that instructors who use SMG with their games and exercises may find productive to explore with students
Change Management and Team Mental Models: The Shift to Experience-Based Learning
No full textAs colleges and universities consider curriculum change as a way to address the skills gap between what employers desire and the skills graduates possess, one challenge is determining what combination of passive versus active learning will best close this gap. There can be resistance to both curriculum change as well as the specific learning approaches (active versus passive) included as part of this curriculum change. The authors discuss the roles of team mental models and change management as important considerations to increase acceptance of both curriculum change and the trend toward active experiential-learning approaches
Studio School: Robotic Professors, Games, Simulations, Virtual Labs, and the Future of Education
No full textThis article makes an analysis based on Kondratieff Cycles, investments in Research and Development (R&D,) and major trends in the future of work and education, to propose a new educational model termed ‘Studio School, which is necessary to cope with those new technologies, and future needs of the society.
The global pandemic was an accelerator in those trends, and exposed the obsolescence of the current model.
This new model is mainly remote, and will require a strong support from experiential methods and techniques to work. Therefore, remote lectures, robotic professors, games, simulations, and virtual laboratories will be necessary.
Differentiation between school for inter-school competition will be done foremostly by the creation of exclusive content in form of research, and events (physical and virtual).
This new model is a blend of movie, television and game studio, which can work under a few different business models like subscription, pay-per-use, marketplace and syndication.
This new model is far from complete and will evolve during the next few decades
Integrative Capstone Assignment in Core MBA Curriculum
No full textSince the early 2000s there has been a call for both K-12 and higher education to move away from a siloed delivery of curriculum and to integrate curriculum across disciplines. Simultaneously, there has been a focus on providing more opportunities for experienced-based learning in Master of Business Administration (MBA) programs. MBA programs are charged with developing future business leaders who have the skill set to critically analyze and solve complex real-world problems and curriculum needs to support this goal. This capstone assignment at a top 40 MBA program was designed to give students an opportunity to analyze the impact of the worldwide COVID-19 pandemic on corporate financial results within the microeconomic framework in which the corporation operates. This paper describes the capstone assignment across two MBA core courses, and describes a unique opportunity to integrate microeconomic principles with financial reporting and disclosure practice