Developments in Business Simulation and Experiential Learning(Texas Digital Library - TDL E-Journals)
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Entrepreneurial Opportunities
No full textThis is a non-competitive simulation designed to teach its players how to evaluate entrepreneurial opportunities. The simulation creates a series of opportunities in which the player (or team of players) views an opportunity to join an inventor and form a high-tech start-up. The player evaluates an opportunity after receiving a substantial amount of both quantitative data as well as some qualitative data. During the first round the player describes the opportunity in a tweet of 180 charters. There after the player compares the current opportunity to the opportunity he or she just rejected opportunity in a tweet. These tweets are retained for further analysis.The exercise continues until the player accepts an opportunity. Note that once the player rejects an opportunity, he or she may not go back and accept it later. And similarly once the player accepts an opportunity, he or she cannot search for better opportunities.This game is designed to teach the player how to compare entrepreneurial opportunities and how to select the best opportunity from a set of opportunities on the condition that once an opportunity is passed over, it cannot be retrieved and once an opportunity is selected, no more opportunities can be researched
The Millennial Stereotype In Business Classrooms
No full textThis paper invites the reader to reflect upon his or her perceptions of generational differences, particularly millennials, and how those perceptions may be impacting effectiveness in the classroom
Business Simulation by Using Events from Pre-Conceptual Schemas
No full textBusiness simulation is an interactive learning experience for simplifying and summarizing real systems. Events occur in such systems for changing states of processes and controlling system behavior. Some computational models are used in business simulation for recognizing events and processes from a domain and developing software systems. However, such models lack components for simulating business by using events. We propose business simulation by using events from pre-conceptual schemas (PSs). Such schemas are conceptual models for representing a business domain, which include simulation components based on mathematical notation. Thus, we represent a PS as simulation model for recognizing events in a seafood service monitoring system. Simulating events by using PSs allows for identifying the future system behavior and functionality
Experiential Learning as a Game Event: Showcasing the Business Department by Means of the Business Bowl Competition
No full textSoft-skills, teamwork, networking, collaboration, and collegiality are required competencies for the college business student to be successful in their career. Urban community college students who commute to campus have a difficult time building these types of relationships due to not being able to spend significant time with one another. Experiential learning in a competitive and fun game is a useful method to teach these skills. On college campuses faculty and administration can be at odds with one another. This paper shows how over a six year period the Business Bowl Competition brings together college administration, faculty, and students (N=182) into a collaborative game activity with positive results in collaboration, networking, teamwork, and experiential learning
Practical Recommendations for Instructing Non-Native English-Speaking Students in the United States
No full textMany business students in U. S. colleges and universities struggle with writing, but the English Language Learners (ELLs) face challenges that are different from their English-speaking classmates. Because their challenges are different, there is a misconception that ELLs are weaker writers. These misconceptions lead to problems such as anxiety about speaking and writing in English that can have a negative impact on the studen
Narrowing the Attainment Gap Between Domestic and International Students: Use of a Simulation and Experiential Learning in Mixed-Cohort Strategic Management Teaching.
No full textIn this article we present an Action Research project which attempted to address the significant performance gap between domestic and international students on an undergraduate Business Management course at a UK university business school. In designing a final year strategy module around a business simulation, we provided international students with opportunities for active engagement through collaborative tasks, which we hoped would lead to enhanced performance and deeper engagement with teamwork, leadership and negotiation skills when studying in mixed-nationality cohorts
You have troubles my friend: That starts with T and that rhymes with B and that stands for Business Simulations
No full textFaculty members that use business simulations in their classes tend to consider that simulations are effective and enjoyable ways to learn business shills
Learning Transfer from a Business Simulation: How are you situated?
No full textStudies have shown that learning is situated, where learning in one context does not easily transfer to a new context. So, does learning from a simulation game situation transfer to other contexts or do simulation game participants simply become better game players? To explore these questions, we asked 275 university students on a final examination to apply knowledge gained during the play of an operations management simulation, called The Fresh Connection, to both familiar and unfamiliar contexts. In the learning transfer literature, this would be classified as near low-road transfer. We hypothesized that if the context of the exam questions were both familiar (improving student comprehension of the question) and offered simulation related cues (stimulating recall of simulation learning), performance on those questions would be enhanced. We also anticipated that some learning would transfer to unfamiliar contexts. Unfortunately, our data did not unambiguously support these hypotheses. The current literature suggests that two confounding factors may have affected our experimental study: student engagement level and metacognition responses. Future research that controls for these two new variables may offer stronger support
Software Project Pool: A Game for Learning Software Project Bidding
No full textSoftware project bidding is a phase of the marketing process of a project. Estimating cost and time are important activities in such a phase. Expert judgment is necessary for software project estimation. Some authors propose games related to software management focused on other topics like development lifecycle, project risks, schedule planning, and human resource management, among others. However, the simulation of the bidding activities between a seller and vendor is poorly reported in software management games. We propose a game for illustrating the offer made to a company during a bidding invitation and the variables considered by the client. In such a game students can learn about vendor evaluation factor for selecting a software development company and connections between cost and time
GAME MEMOCON, To Teach the Importance of Concentration in Learning Process
No full textMemory and concentration are key factors in the learning process, both in academic training as in the rest of life. Whether to remember the study material for a test, to remind significant events in a work meeting, or just to exercise the mind and accelerate the process of understanding the world and building knowledge, to use it later in problem solutions and to make decisions. This research shows the design process of a game to reinforce concentration and a test the game in order to check the importance of concentration in the learning and collecting of information process, highlighting the limitations and factors that interfere in its development