Developments in Business Simulation and Experiential Learning(Texas Digital Library - TDL E-Journals)
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Virtual Scaffolding-Induced Engagement & Learning Trends by Simulation Phase
No full textThis study analyzes the impact of early virtual scaffolding through decision support systems (DSS) on student engagement over three semesters. Findings indicate that early introduction of DSS and virtual scaffolding enhances engagement in both remote and in-class learning environments. Enhanced understanding and application of strategic marketing concepts resulted in improved team presentations and individual strategic market plan reports
Building a Foundation for Cross Cultural Trust and Friendship through Experiential Learning and Coaching
No full textThe establishment of trust is pivotal not only in fostering personal growth and education but also in bridging international borders and ensuring the healthy functioning of societies. Trust—rooted in perceptions of ability, goodwill, and integrity—is particularly essential in welcoming and integrating individuals new to a culture. This extended abstract discusses an innovative initiative led by the Dahlkemper School of Business at Gannon University, in Erie, Pennsylvania. Erie, a refugee resettlement city known for its diversity and openness to global populations, provides a fertile ground for such a community-engaged project
A Ready to Play Game: GREEN TEAM WINS
No full textThis paper presents the application and adaptation of a commercially available board game, “Green Team Wins,” for use in management education. It focuses on the use and potential impact of the game as a tool to allow students to experience and explore management concepts such as consensus, groupthink, in-group/out-group dynamics, and political behavior in their teams and organizations
Improving Student-Faculty Virtual Connections Via Emojis in Online Classes
No full textCollege online classes often lack the interpersonal connections found in traditional classrooms, mainly because of the absence of non-verbal communication cues. This paper explores the potential of emojis to bridge this gap in virtual learning environments. Emojis, graphical representations of emotions, expressions, and gestures, have become part of digital communication, especially among college students. However, their place in academic settings remains a question. This paper addresses the hesitation of both students and faculty to use emojis in educational communication caused by concerns about maintaining professionalism and perceived credibility in an educational relationship with asymmetric power. Research reveals that, despite these reservations, emojis can enhance the emotional quality of messages, clarify intentions, prevent miscommunications, and create a sense of connection in the digital realm. Findings indicate that emojis, when used appropriately, do not undermine the credibility of faculty. Instead, emojis can humanize educators, enhance student engagement, and build a warmer online classroom community. This paper explores the possibility that integrating emojis into online educational communications, with mindful consideration of context and professional boundaries, can be an effective strategy to enrich the virtual learning experience, resulting in more engaged and empathetic student-faculty interactions
Development of entrepreneurial intention through simulation in HEIs
No full textWe report the results of a research study that seeks to understand the impact of simulation-based training (SBT) on the entrepreneurial intentions of a student cohort at a UK higher education institution (HEI). The research builds on previous studies in two ways: (1) By utilizing a phenomenological approach to the question of intention development as a direct outcome of simulation experience; (2) By supplementing and enhancing our understanding of student experience using a mixed method approach. Our study sits at the nexus of three current avenues of importance in business school education: (1) Understanding the development of student’s entrepreneurial intentions as an outcome of SBT in the HEI context; (2) Embedding experiential learning within business schools as a potential tool to support student intentions; and (3) Charting a course for future developments in entrepreneurship within HEIs
Employment Skills Development and SBT: an ongoing investigation of postgraduate student perceptions
No full textThe authors report the results of a long-term research study covering two full cohort years’ experiences of simulation-based training (SBT) activities. The research builds on previous studies by (a) extending the sample group to encompass two large diverse postgraduate cohorts, engaging with the same SBT activity; and (b) supplementing and enhancing our understanding of student experience using focus group activity. This study contributes to the field of simulation applications in business school education in three important ways: (1) Development of skills that enhance students’ employability prospects and future career development; (2) Engaging increasingly diverse cohorts of students in the post-graduate space; (3) Embedding of experiential learning within business school curricula – in the context of this study, through simulation-based training [SBT]. The study that is being conducted will report qualitative and quantitative data and analysis to draw conclusions and make recommendations for further development of SBT in the HEI context, with a particular focus on employability
Facilitating Online Business Simulation Debrief to Promote and Improve Learning and Professional Practice
No full textThis paper focuses on improving learning outcomes from Online Business Simulations (OBS going forward) that typically focus on behavioural aspects of successful professional practice. These include simulations for the development of skills such as influencing, leadership, negotiation, stakeholder management, etc. In most of these simulations, learners engage (either individually or as part of a group) with a virtual real-life scenario in which learners take decisions to meet a particular or set of objectives following certain rules governed by certain conditions inbuilt within the simulation. There are four basic reasons why tech-enabled experiential learning simulations have become popular. Firstly, it is seen as a creative and innovative way to increase student’s interest in learning (Mawhirter and Garofalo, 2016); secondly, OBS provides learners with an immersive and risk-free environment to make situation specific decisions thereby enabling them to make the association between their theoretical and practical knowledge (Bell & Loon, 2015). Thus, as Shaffer (2004) claims, modelling learning environments on authentic professional practices (i.e., the practices of running a business) enables learners to develop deeper understanding of their domain and prepare them to better cope with business realities and complexity. Thirdly, the new-age OBS also helps track learner progress and offer targeted feedback on skills the learner can choose to improve on and receive specific training resources. Fourthly, the current generation of OBS are device agnostic and make learning possible anytime anywhere – which is most conducive for adult learners / working professionals on the go
An Incentivized Honor System for Grading Preparatory Assignments of Business Games and Cases: Theory and Implementation
No full textWe present a theory and propose an empirical test of an incentivized honor system for grading preparatory assignments. Under the system, students apply an instructor-supplied rubric to self-scored submissions ex-ante, such that self-scores are delivered before or at the same time as submissions. The students’ self-scores are the students’ grades for their submissions unless the assignment is audited. When an assignment is audited, the instructor scores every submission and applies a veracity incentivized grading formula (VIGF) that includes a reward for veracity and a penalty for self-scores higher than instructor’s scores. From expected-value analysis, we derive fixed VIGF parameters for randomly auditing half of a series of about five assignments. We derive adaptive parameters for auditing a series of about 10 assignments, using the reversed harmonic series to decide on audit frequencies. Manual and computerized implementation mechanics are discussed, and remedies for students gaming the system are explored. We caution on using ex-post self-scoring, whereby students deliver self-scores following their submissions after a duration that allows review of teaching materials and training in scoring, because the interest of instructors in saving time may conflict with the argued pedagogical advantage to students of the ex-post procedure. We end with a suggestion for testing the theory with data
Teaching Business Through Mass Media: A “Vicarious Learning” Experiential Approach
No full textThe purpose of this extended abstract is to provide an integrative approach for teaching multiple domains of business, such as management and marketing, through the use of mass media (film and television). Mass media is a form of pedagogy rooted in vicarious learning theory that has frequently been utilized in higher education to enrich students’ ability to meet learning outcomes (Mayes, 2015; Reyes-Santias et al., 2022). Vicarious learning was first introduced by Bandura et al. (1960) to demonstrate that learning can occur through the observation of others’ behaviors and recognition of the consequences of that behavior (Mayes, 2015). Mass media platforms, such as film and television, engage students in the learning process by allowing students to observe and analyze a variety of real or fictitious business scenarios while in a classroom setting
The Game of Brand Management: A Classroom Game of Competition Simulating Brand Portfolio Development across the Consumer Funnel
No full textThis article introduces a game for classroom use based on a simplified model brand management, The markets consists of five different segments, and the brands are developed through many types of promotion actions along a consumer funnel. It was designed for a three-hour session, in a classroom, with up to thirty participants, but preferably with around sixteen partic-ipants.The model simulates the difficulty of developing all brands to-gether, and therefore the students must make choices. It high-lights the importance of different promotion actions as the brand develops in the market, as well as positioning and seg-mentation.The model is simple to give the students a better view of the possibilities, and yet the possible combinations and adaptations are so many, that no two games will be the same