Developments in Business Simulation and Experiential Learning(Texas Digital Library - TDL E-Journals)
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How to Make Strategy Simulations Relevant in Times of Pandemic
No full textPurpose. The purpose of this teaching note is to share examples of how business capstone professors can enhance strategy simulation teaching with use of current business news. Professors can augment the use of strategy simulations by comparing simulation decisions to current, real-world decisions made by companies, as reported in mainstream business news, even in times of pandemic. Glo-Bus© Strategy Simulation was used as an example of the many available commercial strategy simulations. The Wall Street Journal June 3, 2020 was used as a sample of mainstream business news. This study addressed a gap in the literature because published articles about business capstone strategy simulation (primarily using Capsim©, Marketplace Live©, Micromatic©, Glo-Bus©) did not compare simulation decisions to real-world decisions. Findings. Examining one day of real-world business news decisions, June 3, 2020 (in times of pandemic) revealed similarities to decisions made by Glo-Bus© simulation participants. Recommendations. This paper gives a list of teaching techniques that can be used to engage simulation students with current business news to enhance their simulation learning. Limitations. Further research is needed to determine this technique’s impacts on simulation performance and learning. This paper only presents the concept, not the results of its use. Value. Strategy simulations are used broadly by business schools, and specifically, Glo-Bus© Strategy Simulation is used globally (22 countries) by approximately 317 business schools with 32,600 students per year (Gamble, Thompson & Peteraf, 2013). Also, findings of this study can be applied to other non-Glo-Bus© strategy simulations (Capsim©, Marketplace Live©, Micromatic©, etc.). Accordingly, more research is needed to measure and report effects of this teaching technique
Help for Teaching Strategy Courses in a Virtual World
No full textDue to COVID-19, almost all 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 are 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 if the simulation “matches” the chosen textbook, it makes the professor’s job much easier
Virtual Internships – A New Reality
No full textVirtual internships became a necessity for many businesses during the spring and summer of 2020 due to government regulations concerning the COVID-19 epidemic. The use of virtual internships, however, has been rising even before the pandemic. This paper shares the available literature on the use and design of virtual internships to invite academic research into their effectiveness in comparison to the traditional internships whose benefits are already well documented. The paper will be of use to enterprises, educational institutions, and researchers in the area of experiential learning
A Systematic Mapping of Gamification in Higher Education
No full textA systematic mapping was performed on gamification in higher education to understand its main benefits, the most investigated gamification techniques and the main characteristics of a gamification design needed to apply in a course. Gamification is a practice adopted to encourage motivation and commitment of individuals involved in a specific activity. The results indicated that gamification designs in high education have positive effect on motivation, engagement and leaning. Gamification provide regular feedback to students and foster student’s interest, attention, attendance and interaction in classroom. The most used game elements in the selected articles were points, achievements and leaderboards, followed by levels, rewards, feedback and challenges. The effectiveness of a gamification design has been often evaluated through students’ results, activities and/or perceptions
Expansion of Summiting Mount Everest for Classroom and Online Delivery; An Experiential Learning Application for Organizational Behavior
No full textOrganizational behavior, often included as core business curriculum, instructs students how individuals and teams successfully work within organizations. This theory-based course, which often utilizes case studies, can be challenging to transform into a hands-on, applied learning approach. In 2016, an experiential course design for an organizational behavior was presented with the theme of summiting Mount Everest. This model utilized a variety of activities, along with a short computer simulation, to allow students to experience the challenges of ascending the famous mountain. This current paper presents an expanded version of the Mount Everest design with a new “trek to basecamp” component in the early course stages and a fully flipped design for both classroom and online delivery. The expanded model allows students to be fully immersed into the Everest environment to allow students to apply and test approaches, discover solutions and personalize the task to bring greater meaning and learning to organizational behavior theory. The students encounter what it is like to maintain individual motivation, communicate effectively, develop trust within their team, build a culture, and experience conflict and change, all while negotiating the demanding environment of the Himalayas and Mount Everest. This paper provides a background, summary of the original model, details of the expanded design for both online and classroom, as well as assessment of all the models
A Teaching Exercise for the Competitive Profile Matrix (CPM)
No full textThe Competitive Profile Matrix (CPM) is a tool for analyzing the relative performance of rivals operating in an industry
From the Horse
No full textFlipped classroom is an experiential learning based pedagogical technique. In this paper, the authors discuss the theoretical foundations of a flipped classroom approach called Student Centric Flipped Classroom. In this approach, students act as co-creators and develop flipped activities for class to enhance student learning. The paper discusses the usefulness and learning from the approach as seen by students by linking student perceptions to learning styles and learning theories. A Multimethod research design was used whereby data was gathered using both qualitative and quantitative approaches. Data was critically analyzed to understand student perceptions of the approach. Results indicate that students have a mixed feeling about the approach immediately after going through the approach. However, over time, they realize the higher order benefits of the approach in making the concepts more relatable and applicable. It is recommended that future iterations of the approach use both lectures and flip in a balanced way with lectures being used to introduce terminology, and concepts of the course
Developing a Global Experiential Learning Model for Business Students: The Relevancy of the Experiential Learning Process and Assessment
No full textGlobal experiences are increasingly becoming a popular learning opportunity for undergraduate business students (Desmond, Stahl, & Graham, 2011; Pless, Maak, & Stahl, 2011). Global experience may involve study abroad, global service learning, global internships, and also access to global experiences within the home country of students
Introducing HRM through Problem Based Learning
No full textIn this paper, we describe how problem-based learning (PBL) can help students understand the fundamentals of human resource management (HRM). In PBL, students are presented with problems and must find a solution to them. In the process of doing so, they develop the knowledge of the theoretical underpinnings of the problems and develop other skills for problem-solving, finding solutions when all information is not known, and working in a team setting. After introducing problem-based learning, we present two versions of a semester-long exercise that instructors can quickly adapt. In version 1, we provide students with problems to be resolved that address the various functions of HRM. In version 2, students create problems or mini-cases that they then go on to resolve. In the process of solving these problems, students develop critical thinking skills an