Developments in Business Simulation and Experiential Learning(Texas Digital Library - TDL E-Journals)
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Integrating Two Course Delivery Platforms for a Business Simulation
No full textCreating a course through an online modality that is summative of the academic experience in a given program would allow each student the opportunity to demonstrate what he or she has mastered in that program. In other courses, concepts are either introduced or reinforced through assignments, tests and discussion posts. In some courses students could demonstrate mastery of program learning outcomes. By creating a single course that is designed to be summative of the program learning experience, all MBA students can demonstrate whether they have mastered the program learning objectives. We will detail the process for creating a simulation base course. We will give attention to the integration of the Canvas Learning Management System (LMS) used by Ashford University with the business simulation software managed by Tri Corporation. Focus on the Collaboration efforts between Ashford University team members and members of Tri Corporation will be provided. Several factors were of considerable importance to the creation of a capstone simulation course. In particular adaptation of the simulation to a six week format will be discussed. A focus on credit hour analysis will be provided. Details about course piloting and the training of qualified faculty to instruct the course will be addressed
Storytelling--An Effective Tool For Moving the Needle towards Engaged Learning
No full textStorytelling is an effective tool in conveying complex ideas, values, priorities, desired behaviors and shared lessons in a memorable and interesting way to organizational participants and students alike. It is now considered a very desirable competency for leaders and managers in the 21st century organization especially for knowledge management. The paper proposes a short activity using visual media for session participants to practice the art and science of storytelling. The participants will glean personal take-aways for their students and/or peers though facilitated debriefing and group discussion
Using the P5+1 Talks with Iran and its aftermath to Teach Negotiations
No full textThe 2015 P5+1 agreement with Iran about their nuclear program and its ongoing subsequent negotiations provides a rich resource for teachers of negotiations
MODELING LEARNING THROUGH EXPERIENCE: USING STUDENT FEEDBACK TEAMS TO CONTINUOUSLY IMPROVE TEACHING
No full textEffective feedback is timely, constructive, concrete, descriptive, meaningful, and credible. Yet, universities rely on end-of-course quantitative student evaluations of teaching (SETs) in broad categories to measure teaching effectiveness, in part for evaluation purposes but also as a means of improving instruction. Research points to the well disputed validity and impact of SETs, and a few alternatives are available. Mid-semester questionnaires an
Integrating Business Acumen and Analytics: A Simulation-based Approach
No full textBusiness analytics curricula can focus on statistics, data management, and business modeling to help students become well-rounded analytics professionals who can translate data into making strategic decisions. However, how do you immerse business analytics students in the business context to make data-driven decisions? How do you enable them to gain an understanding of how executives use business analytics to formulate and solve business problems and to support managerial decision making? This paper will describe how a business analytics simulation was used to integrate descriptive, diagnostic, and predictive analytics with financial, strategic, and business goals at the beginning of a course at the start of a graduate business analytics program. It will discuss the instructional tools and methodologies used throughout the two-class experience including a flipped classroom, articles, case studies, simulation, and reflection. This experiential learning design enables students to develop their critical thinking and decision-making skills.Keywords: business simulation, business acumen, business analytics, critical thinking, decision makin
THE BANKING BUSINESS IN A MULTI-INDUSTRY GAME: SHOULD COMPLEXITY BE ADDRESSED BY SEQUENTIAL ELABORATION?
No full textWe address the issue of simulating the banking business in a multi-industry game from the standpoint of both the game designer and the game administrator. For the game designer, we apply classical equilibrium arguments to formulate a mathematical model of the interbank interest rate. For the game administrator, we lay out the options for participant involvement, considering particularly if participants should be involved with businesses that are not banks before they can be involved with banks, the sequential-elaboration method of addressing game complexity. The results of our study using a semester-long computer-assisted business game that involved at its peak 152 students who by the end of the semester had founded 439 firms in the banking industry and five nonbanking industries suggest that sequential-elaboration habituates participants to a way of thinking that blinds them to new conditions that requires new thinking. The issues addressed are meant for business games designed to give participants practice in business administration, rather than for games designed to indoctrinate participants in business concepts
HOTEL STARS game ready-to-play
No full textWorkshop will feature English version of the OTEL STARS game. HOTEL STARS is a web browser-based game; participants play against a computer-modeled industry. The game is designed to be played on PCs and tablet computers. Since this business simulation game relies on a touch screen interface, the process of its creation required a new approach to interface design. Instead of following a classic decision tree model, we created a completely new distribution design. Every decision involves a maximum of two clicks or touches and th
A GAME FOR LEARNING EVENT-DRIVEN ARCHITECTURE: PRE-CONCEPTUAL-SCHEMA-BASED PEDAGOGICAL STRATEGY
No full textAn event is a piece of information for providing details about the state change of the processes of a software system and controls system behavior. Event-Driven Architecture (EDA) is a software architecture for promoting the production, detection, consumption, and reaction to events. Events in EDA trigger autonomous human or automated processing. EDA complements Service-Oriented Architecture (SOA) by employing events triggering services. EDA approach adds value to the enterprise by injecting value-added information. Some games are based on strategies for teaching system behavior by using processes, events and architectures. However, such games lack pedagogical strategies for teaching event functionality from EDA, which is necessary to the system behavior. We propose a game for teaching event functionality and the elements included in EDA by using a pre-conceptual schema (PS). Such schema is a computational modeling tool for representing a domain. PS includes structures for representing events, processes, and their relationships. We use such structures as pedagogical strategies, because the PS is a training and learning tool used in software engineering processes from academy and industry. The game is focused on teaching students and professionals in software system areas about functionality of events in EDA
STATISTICAL LEARNING NETWORKS IN SIMULATIONS FOR BUSINESS TRAINING AND EDUCATION
No full textStatistical Learning Networks can address the common problems of Artificial Neural Networks (ANNs) such as: difficulties in interpretation of the results, the problem of overfitting, designing ANNs topology is in general a trial-and-error process and there are no rules for using the theoretical a priori knowledge in ANNs design. This paper discusses a highly automated procedure for developing Statistical Learning Networks in the form of Multi-Layered Networks of Active Neurons (MLNAN) for business simulations using the Group Method of Data Handling. MLNAN helps researchers by making business simulations development more cost-effective. All results so far show that MLNAN is able to develop reliable complex models with better overall error rates than state-of-the-art methods. This paper presents some of the results from international research done in Europe, Australia, and the United States
Some Recommendations for Researching Learning from Playing a Simulation
No full textThis paper attempts to help simulation scholars understand why most of the research attempting to show that simulation players learn from playing fails. It recommends research designs that are simpler than those historically used