Developments in Business Simulation and Experiential Learning(Texas Digital Library - TDL E-Journals)
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MODELING BUSINESS COMMUNICATION MANAGEMENT AND CROSSMEDIA PLANNING FOR DIFFERENT TARGET GROUPS
No full textKPI-Dispute in Marketing and Communication strategy between German
BUSINESS SIMULATION DESIGN PRINCIPLES
No full textIn Fine Art, Principles of Design are the fundamental ideas of the practice of good visual design (Lidwell et al, 2010). This paper draws a parallel for business simulations where design principles are the fundamental ideas of learning design. Just as design principles for fine art enable a critical and objective analysis of a painting, it is suggested that the design principles discussed here will help organisations and users critically and objectively analyse a business simulation. The principles should help the designer to meet the needs and wants of the organisational user, participants and tutors. All principles are important to the simulation designer but the other groups have differing needs and concerns and for them the principles vary in importance before, during and after use. Also, the principles are interacting, interdependent and at times conflicting. Although the principles are discussed in the context of business simulation design they may be of use for other forms of experiential learning and, with thought, be of use to other learning initiatives. The design principles discussed here focus on ensuring learning effectiveness, efficiency, engagement, legitimacy and how the business simulation functions holistically
Global Teamwork to Promote Cultural Understanding and Communication
No full textCultural dimensions theory provides a framework for cross-cultural understanding and communication
COMPARATIVE ASSESSMENT OF PEDAGOGICAL TECHNIQUES FOR THEIR IMPACT ON CULTURAL INTELLIGENCE
No full textBackgroundAs pressure increases for business schools to prepare students for entry into the workplace, career readiness is expected to be a critical component of the educational process (Williams, Green & Diel, 2017). The Association to Advance Collegiate Schools of Business (AACSB) requires business schools to prepare students for the challenges faced by global economies, as part of the accreditation process (AACSB, Standard 9). Graduates from business programs need the knowledge, skills and abilities to perform effectively in intercultural and international environments (Mikhaylov, 2014).The landscape of business is also changing. Organizations and their employees must think globally if they want to sustain themselves. A recent survey of potential employers for the Association of American Colleges and Universities by Hart Associates (2013) indicated that nearly 95% of the respondents acknowledged that intercultural skills play an important role in hiring decisions. There is an increasing need for managers to develop cross-cultural skills to be effective business professionals (Kurpis & Hunter, 2016). Organizations are finding the value in managers who are able to adapt to all different types of cultures and people (Clawson, 2014). Many employers would agree that business students who have had global experience tend to be more adaptable to change, and understand the complexities associated with working in a global work environment. Such confidence can lead to success when faced with obstacles, failures, or setbacks working in multi-cultural environments (Earley & Mosakowski, 2004). According to Ahn & Ettner (2013), an individua
A Different Take on Live Cases: Decision Making Under Time Pressure
No full textA concern expressed with the traditional case method is an overall lack o
A Covenantal Relationship Approach to Experiential Learning
No full textABSTRACTLong-term learning, especially learning that involves behavioral skill sets, requires both the acquisition and retention of whole person learning skill sets. The processing of whole person behavioral skill sets is most readily accomplished in experiential learning settings. For long-term learning to occur, an experientially inclined educator needs to have an educational agency model that inspires students to carry forward their learning program outcomes on multiple whole person learning fronts and over a period of time that is meaningful to the studen
RECOGNIZING THE IMPACT OF STUDY ABROAD ON WOMEN BUSINESS STUDENTS
No full textThis is an extended abstract
HEURISTICS AND COGNITIVE BIASES IN DECISION MAKING PROCESS
No full textThe goal of this paper is to recognize the most commonly present heuristics and cognitive biases occurring during managerial decision making process. The study will use simulation game as a space to track how game participants are perceiving their biases and heuristics during the game. The purpose of the study is to identify the most commonly used cognitive biases and heuristics in decision making process and compare them to performance of the team and their decisions in the simulation game, which will give valuable insights that can improve game-based business learning
BUSINESS WRITING: USING PERSUASIVE MEMORANDUMS ACROSS COURSES
No full textEmployers consider communication skills as essential in new hires, but business students seem to lose some of their writing skills by the time they reach senior-level courses. This paper shares the experiences of three professors who used a persuasive memorandum assignment in four 3000- and 4000-level business courses and applied the same core writing rubric. Insights from using this assignment across courses will be shared along with ideas for future research. We hope other professors will be encouraged to standardize expectations for writing quality across courses