Developments in Business Simulation and Experiential Learning(Texas Digital Library - TDL E-Journals)
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Return to the Paradise Islands: From Confrontation to Cooperation
No full textSimulations and games are designed to provide specific experiences to the participants. Underlying these experiences, however, is a framework that supports the goals of the exercise. A change to any aspect of the framework may require a change to the simulation itself which can change the entire conduct and results of the simulation. This paper describes how a change in the behavior of the participants and a change in technology created two new challenges to an established exercise
Learning From the Gulf Oil Spill to Prepare for a Brighter Future: A New Game Engaging Stake Holders in Triple Bottom Line Accounting and Strategic Planning
No full textIn the aftermath of the Deep Water Horizon spill, it has become evident that strategic management is no longer just applicable to the ‘above and beyond companies’. It is imperative for companies to utilize strategic management to be competitive and responsible in the market. This does not only include future-oriented decisions for the firm, it also means the interests of stakeholders, (including the natural environment) must be incorporated when creating a response plan. Taking this into consideration, this paper introduces an experiential learning game that demonstrates the importance of stakeholder theory and triple bottom line accounting in creating a strategic response plan
Exploring Motivation: Using Emoticons to Map Student Motivation in a Business Game Exercise
No full textThe literature relating motivation to simulation game performance often laments the lack of on-going measurements for motivation during the course of simulation play. To be practical, such a measure must be very simple and convenient. Ideally, it would also be culturally robust to facilitate its use in research across the many cultures in which simulation research is now very active. This paper investigates the use of an emoticon-based instrument, supporting the investigation with a study involving undergraduate students in a capstone course in Brazil
Complexity Avoidance, Narcissism and Experiential Learning
No full textThe Millennial Generation, born between the years 1977 and 2000, is the student group that experiential and simulation practitioners must work with now and for the next several years as well. Some of the characteristics of Millennials indicate that they have a preference for complexity avoidance coupled with increasing levels of narcissism. This combination manifests as a preference for simplicity and economy in data/information processing as opposed to the requisite willingness to address systemic complexity. The characteristics of these trends, driven by a combination of technology and culture, are interwoven to identify potential hindrances to successful implementation of meaningful simulation and experiential learning processes
If The Games Work, Why Aren\u27t More Faculty Willing To Play?
No full textIf you are an academic-type that likes to see theories that truly help solve real problems, this workshop is for you. We will initially use several motivation theories to clarify why our colleagues are resistant to using business games and simulations. Second, we will brainstorm numerous tactics to overcome the many barriers identified; finally, from these various tactics, you will develop a set of activities and an action plan tailored to your situation
A Simulation in Organizational Behavior: Development and Beta Test
No full textThis paper describes the development and initial use (beta test) of a simulation in the field of Organizational Behavior. The authors believe that this is the first simulation to be developed specifically for use in an undergraduate course on Organizational Behavior. The paper discusses the purpose of the simulation, how the simulation was developed, how the simulation works and the response to the simulation, thus far, by two undergraduate classes of an OB course
Modeling Cascading Demand: Accounting for the Effects of Captive Consumer Relationships
No full textOne of the most popular, and apparently profitable, product-mix strategies involves “cascading demand,” where the sale of an initial product locks in an on-going stream of future sales. Locking in customers increases switching costs, thus decreasing the price-elasticity of demand. A firm may take advantage of this by pricing to increase profitability in the short run. However, overpricing products can create resentment and alienate customers in the long run. This paper discusses how to model the “cascading demand” phenomenon in a marketing simulation game, accounting for the both the short- and long-term effects, and addressing the conditions determining their relative impact on performance
Managing Complexity: Applying the Conscious-Competence Model to Experiential Learning
No full textThe concept of complexity is central to the literature on simulation and experiential learning. This paper considers the evolution of the construct, and suggests how it might be managed to enhance learning effectiveness. Specifically, it suggests that Bloom’s revised taxonomy of educational objectives provides a useful framework for understanding the cognitive aspects of the complexity problem. It then discusses the complementary role played by the traditional affective and psychomotor taxonomies in managing it, integrating them together through the consciousness competency model of experiential learning
Excelling in the Capstone Simulation: An Application of Spreadsheet Technology as a Decision Support Tool
No full textA wide variety of pedagogical methods have been employed over the years in the presentation of business capstone courses. Most methods have used some combination of case studies, lecture, and term-length projects. More recently, with the advent and widespread availability of personal computer technology, business simulations have been gaining increasing acceptance. The introduction of a business simulation is generally to offer a “hands-on” experience for the student. Therefore, if a capstone simulation is for the purpose of “experiential learning,” then integration of the techniques taught for business analysis should, likewise, be incorporated. This paper presents one scenario of how a business simulation is incorporated into a business capstone course. The simulation then provides the data for analysis using spreadsheet techniques as a basis for decision support
A Moral Development Unit for Business Courses
No full textOne of the reasons why many of today’s business leaders are unethical, corrupt, and corruptible is that values transmitted (implicitly) by university business education helps to influence students to ignore ethics. This paper advocates the argument that to help future business leaders become more ethical, business school implicit values should reflect a more ethical direction and encourage students to become more morally mature. The present paper describes an experiential pedagogy designed help students to develop morally. It does so by asking students to 1) participate in exercises sensitizing them to moral development issues, 2) reflect on their own ethical values and decisions they’ve made that either mirror or contradict those values, 3) read about and understand moral development models, and 4) self-assess in terms of stages of their own moral development, as portrayed in the models