Developments in Business Simulation and Experiential Learning(Texas Digital Library - TDL E-Journals)
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Bridging Academia and Corporate through Experiential Learning in China
No full textChanging market dynamics are forcing companies to strengthen their employee competencies and the teams they work in. This is especially true in this age of digital advent into every sphere of life, forcing companies to adapt to changing consumer preferences, habits and market competition. Nowhere is this problem more pronounced than in China, which, in the past two years has come to boast to have the most advanced and sophisticated digital ecosystem in the world amid a rapidly changing consumer behavior. At this point in time, HCD Learning, a pioneer in experiential learning in China, has enabled numerous leading business schools and universities in China such as CEIBS, Peking University, Jiaotong University and industry leading MNC organizations such as Coca-Cola, P&G, Huawei, Bosch and Big Chinese companies such as Baidu, Tencent, Alibaba (The Big Three) to help students and the management teams to transform their mind-set and equip the right skills to excel in the market through experiential learning (leveraging business simulations).During the conference, we would like demonstrate how we helped (a) A leading business school in China to enable students to equip with go-to-job skills (b) A Fortune 500 MNC operating in China market and its top management to quickly adapt and align to the changes in their core customer needs by learning new skills using two of our simulation
On Use of Linguistic and Qualitative Games in Formulation of Platform-Business Strategy
No full textWe propose a way to formulate corporate strategy in the light of platform. A type of linguistic and qualitative game has been defined and developed. Based on class experience of the game played by graduate students, we discuss the effectiveness and possibility/limits
Post Experience Techniques to Enhance Learning in Total Enterprise Simulations
No full textIn this paper we present justification for developing improved debriefing techniques for total enterprise simulations. We also draw on learning theory to describe the appropriate steps to follow in proper debriefing
From Brynania to Business: Designing an Evidence-Based Education Simulation From an Exploration of a Blended Real-Time Model
No full textThis study provided an opportunity to look across disciplines and beyond regular roleplaying and standard digital-based business games to a successful, long running unique blended simulation in a different yet related field. The lessons learned from the “anywhere anytime” simulation design for undergrad-uates in Political Science at McGill University in Montreal, Canada, provide guidance for the design of a similar simulation model for use in undergraduate business courses. The results of the data collected through surveys, focus groups, interviews and field observations during the weeklong simulation suggest that students are highly engaged and productive. Participants antic-ipated they would be both highly engaged and highly stressed during the experience, and those expectations were realized. A community was created during the week and the instructor in-volvement and modeling positively influenced the outcomes. Some gender differences in expectations and engagement were found. Sixteen design principles were distilled from the study for use in a future business simulation
Owned and Operated: A Survey of StudentRun Advertising and Public Relations Agencies at ACEJMC Accredited Institutions
No full textA student-run agency is a valuable opportunity for advertising, marketing, and communication students to build experience, add to resumes, and apply their classroom knowledge to real-life situations. The opportunity to work with clients outside of the classroom helps students to develop skills that will set them apart later in their career search.A student-run advertising agency essentially functions as a true advertising or PR agency does, with a few primary differences. Associated with a particular university, and usually under the guidance of one or more faculty advisors, the agency is owned and operated by students.Depending on the size and specific specializations of the agency, students provide clients with strategies and creative direction for specific projects, campaigns, or with branding as whole. Typical clients may include other entities on the university campus, small businesses, or local non-profits
Doing DECA: Anatomy of an Experiential Program Initiative
No full textDECA is a national not-for-profit educational corporation that sponsors marketing competitions for students at the state or regional and international levels. The paper presents a case study of a highly successful program initiative aimed at achiev-ing student success and institutional recognition through the DECA competitions. It describes the nature of the DECA com-petitions, the strategy employed to achieve student success, and the actual results of the program initiative. In the process, it analyzes the experience from the perspective of experiential learning theory, drawing generalized conclusions that might be applied by other institutions in DECA competitions, other extra-curricular experiential programs, and experiential programs in general
Simulations For Strategy Courses: Measuring Teamwork
No full textSimulations are an important part of capstone strategy courses - they facilitate transfer of training by providing “learning-by-doing” opportunities to the students. They also allow instruc-tors to provide authentic activities situated amidst relevant con-text, enable learners to grasp not just ‘how’ an activity must be done, but the ‘why,’ the ‘what, and the ‘with whom.’ Simula-tions have become an accepted part of strategy classes both at the undergraduate and graduate levels. One area that has not been fully explored is the impact of teamwork on simulation results. Professors using simulations believe anecdotally what the literature on teamwork has suggested for decades: the qual-ity of team processes is directly correlated to the quality of team results. However, detailed measurements are lacking. This pa-per uses a graduate strategy course as an exploratory study to see if there was a relationship between teamwork and team re-sults. It then includes a just completed graduate course to pro-vide additional data for this study which illustrates some of the complexity in evaluating team performance
A Study of the Acquisition of Competitive Information in Business Simulations
No full textThis paper addresses the question of the use of competitor in-formation in computerized simulations. Specifically, it exam-ines if, and how, students playing a generalized business simu-lation purchase, and use, competitor information to assist them in making strategic decisions. The paper first reviews the liter-ature on the topic, which surprisingly is sparse. The remainder of the paper is an examination of a series of hard data (actual purchasing decisions) and self-report data relating to the stu-dents purchasing rationales. The paper concludes that students purchase information but use it mainly to watch their competi-tors. In general students do not seem to know what else to do with competitor information. Finally, the study notes that stu-dents purchasing significant amounts of competitor information do not necessarily perform better than students purchasing less competitor information
Designing Educational Games for Project Management using the MyPMgame Canvas
No full textThe development and application of educational games has firmly established itself in the fields of business economics and political science, both for the purpose of vocational and further training as well as the research of complex systems and the partly dynamic structures included therein. Hitherto, this does not entirely apply to technically-oriented fields like for instance the engineering, natural or computer sciences, in which plans or endeavors are frequently realized with project orientation.In accordance with the German Standard DIN 69901, a project is a complex, previously unknown, unique, target-oriented and temporally limited plan or initiative, collaboratively implemented either by an individual or a specific group of contributors to realize a defined quality for a specific purpose.Interestingly enough, this definition demonstrates a notable analogy to common definitions of educational games, allowing the deduction that especially the method of educational simulation & gaming can deliver a valuable contribution to vocational and further training in project-oriented industries, potentially even serve as a forecasting or optimization tool. Currently it appears impossible to determine the specific reasons for the limited application of educational games in the technically-oriented disciplines. Nevertheless, these reasons can be expected to have historical origin or depend on subject-related issues within the culture of the profession.In contrast to that, experience shows whilst a general interest in educational simulations and their methodology frequently exists, the necessary methodological and subject-related didactic know-how is yet unavailable.To overcome the barriers existing to date for the application of educational simulations in the above-mentioned domains, this contribution presents a 12 stages development framework for the straightforward conceptualization and modular refinement of educational simulations with special orientation towards the project-oriented industries.After introducing the theoretical background of the framework the game development process is presented as an example by using a wind energy project (converter platform)
Helping Students Identify and Respond to Hardball Tactics in Negotiation: a Series of Classroom Activities
No full textWhile those teaching negotiations understandably focus on integrative (win-win) negotiations as the most effective mode of conflict resolution, it is important to discuss distributive (win-lose or competitive) modes. We must help prepare students to deal effectively with counterparts who use more competitive approaches. This paper presents an effective way to teach about various competitive (hardball) tactics and how students might deal with such tactics. Dealing with “hardball tactics” is a topic of strong interest to students. They typically negotiate with people with more power than they have, and dealing with people with more power and people who use hardball tactics is high on a list of concerns