Developments in Business Simulation and Experiential Learning(Texas Digital Library - TDL E-Journals)
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The Business Strategy Game: A Performance Review of the New Online Edition
No full textSeveral previous studies have shown consistent performance results in total enterprise simulations. That is, teams that lead at the end of the exercise tend to have led from the beginning, and their lead grows as the decision series continues. The same pattern is observed in the new online version of the Business Strategy Game, but growing performance leads, although present, are not as pronounced
Simulations and Experiential Exercises -Do They Result in Learning? Have We Figured it out Yet?
No full textIn 1985, Butler, Markulis and Strang conducted a study to explore two key issues with respect to ABSEL research: First, the degree to which ABSEL papers conceptualized or utilized an educational framework, and second; the degree to which ABSEL papers used a standardized research design. This study continues the work of Butler and his colleagues by examining ABSEL contributions since the 1985 study. The goal of the continuation study is to determine if systemic shifts have occurred in published ABSEL research since its inception (in 1974) to the present. The authors found that papers appearing during the first 15 years of ABSEL did not differ significantly from ABSEL papers during the past 15 years in terms of research design or their use of an educational learning theory. Despite this consistency, there has been a slight increase in use of “treatment” and “treatment” coupled with “control” during the past 15 years
Examining Program Management in Business Simulations: Student and Faculty Views
No full textThe State of Florida legislature directed universities and colleges to develop key Student Learning Objectives (SLO) to meet new Academic Learning Compacts. One state-designated learning domain is for students to demonstrate a course’s project management SLO. At our university, faculty and students are project managers with both groups performing academic activities to attain goals such as tenure and promotion for faculty, and graduation for students. To accomplish these goals, both groups complete a series of requirements requiring program management skills. For students, a required course in business policy allows students to participate in a business simulation. For instructors, service efforts such as developing rubrics to evaluate learning domains like project management are accomplished. This paper details a student team’s self-initiated project management approach integrating techniques learned in the College of Business (COB) into a method for implementing business strategy. Their approach is reviewed and analyzed in light of a newly developed faculty rubric to measure the project management SLO
Three-Attribute Interrelationships for Industry-Level Demand Equations
No full textIn business simulations, industry-level product demand is typically determined by a variety of factors. In the marketplace, these variables are not independent, yet many simulation algorithms in the literature assume that they are. The multiple-market-segment industry-level demand equation detailed in this paper allows for correlations among three attributes that form the domain of the demand equation
The Instructor’s Toolbox: A Meaning-Centered Framework for the Social Construction of Experiential Learning
No full textA meaning-centered view of learning transactions suggests that a course can be viewed as a socially constructed conversation that spans several class meetings. When viewed from this perspective, the choices presented in an experiential toolbox to a skilled instructor take into account different kinds of communication goals associated with various experiential learning tools. Some tools serve the purpose of building or reinforcing content, other tools enhance how individual interactants (e.g., the instructor-carpenter and the student-materials) relate to each other, and still others may gauge how various aspects of the conversation are going
Student Leader Training Exercise
No full textThis article outlines a leadership training program for leaders of student campus organizations. While it was designed for undergraduate and graduate students in colleges and universities, it could be used by civic organizations and in high schools, as well. It is based on careful research, is easy and inexpensive to conduct, has been used effectively (field tested), and has the potential to improve the quality of student leadership in a wide variety of organizations
The Quality Game
No full text"A lot of WIP on your manufacturing floors? Late deliveries? Running at 2 sigma? High returns, rework or scrap? Running over budget? Inventory turns low (3-5/year)? Can\u27t seem to get people to fix problems so they don\u27t come back over and over again? Don\u27t know how to get them to work the system issues so things smooth out and continuously improve? Stuck in the ""If it ain\u27t broke, don\u27t fix it"" way of thinking? Prevention is a concept that is difficult to teach, difficult to learn, difficult to grasp and most difficult to implement. The business that learns to prevent its problems can easily outdo competitors, save money and improve operations. Prevention is a concept of critical consequence in health, manufacturing, health and safety and has applications in many other industries. But can a game attract players and teach preventive concepts to a degree that results in buy-in and bottom-line results? This paper and “The Quality Game” present basic preventive concepts in the form of common manufacturing problems and solutions. The game is played online and allows teams or individuals to assume real business roles as players “manage by walking around” a company. Rewards for choosing preventive solutions and penalties for band-aiding problems separate learners from losers as department budgets and company funds are wasted or improved. Players learn to manage quality to world-class standards or run the company into the ground and get fired
Virtual Progress: Simulating Economic Development Online
No full textIn 1999, Cannon, Yaprak and Mokra presented their description of Progress, a non-computerized game, developed initially to teach students from former communist countries the economic consequences of free-market principles. While the game appears to have had conceptual merit, it has proved difficult to administer in practice, both because of the administrative burden of recording player interactions and because of the time required to play the game. Given these problems, combined with the desirability of being able to administer the game simultaneously in multiple locations (different countries), the game appears to be a natural candidate for online education. This paper describes an Internet-based game that incorporates the basic logic of Progress, overcoming its drawbacks by incorporating the benefits of computer-support, asynchronous timing, and geography-free administration
International Management Game – An Integrated Tool for Teaching Strategic Management Internationally
No full textThis paper gives an overview of the International Management Game – a computer-based business simulation of corporate strategic management that is used as a core for strategic management classes for different audiences. The game was initially developed at the Carnegie-Mellon University to be used as a part of business school curriculum. Because of the growing importance of globalization and international relations in the last years, the emphasis in the simulation was on teaching international strategy implementation and international competition. To make it more realistic, involvement of students from various countries as participants of the simulation was encouraged. The paper gives an overview of a strategic management MBA class organized at the Carnegie-Mellon’s Tepper School of Business, a class that is also open to students from other universities worldwide. In recent years, several attempts were made to localize and use the game in other countries. The overview of modification to the simulation itself and the teaching process made by a team from team from Academy of National Economy under the Government of the Russian Federation in Russia is discussed in details
Student Expectations of Simulations
No full textThis paper explores the expectations of students who are assigned a simulation as part of a management course. The assessment of expectations was conducted immediately after introducing the simulation and before the students actually made the first decision required by the simulation. The results suggest that students have very high expectations for the simulation’s ability to challenge them, improve their learning, improve their enjoyment of the learning, and high expectations for learning from the simulation