Developments in Business Simulation and Experiential Learning(Texas Digital Library - TDL E-Journals)
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Business Simulations and Generative Artificial Intelligence: Synergy for Better Understanding and Decision-making
No full textBusiness simulations have transformed business education. Generative artificial intelligence (GAI) has taken business decision-making and business education to new levels. Combining business simulations and GAI has led to significant new pedagogical synergies. The number of business factors considered and explored can quickly increase. The purpose of this paper is to explore the ways faculty can coach simulation participants in prompting GAI and discerning how to apply the results to specific decision-making contexts. GAI rapidly equips faculty to embrace each teachable moment with simulation and real-world applications. The paper contains several examples of prompts applied in the context of the Income|Outcome (ASI) business simulation
High School Research: Experiential Learning Insights from a Scholar and a Mentor
No full textSenior theses and capstone courses are experiential learning activities that high school seniors sometimes undertake in their last year of secondary education. These experiences allow students to research a topic of interest while applying the knowledge and skills they have acquired. This paper provides examples of such programs found in high schools throughout the world, shares the reflections of both a scholar and mentor on a senior thesis in marketing, and presents the limitations of such endeavors as experiential learning. Avenues for future research are identified regarding undergraduate and career outcomes for students who engage in high school research programs
A Serious Game-Based Focus Group Validation of BPI10, Business Process Improvement Practices
No full textSerious games are usually developed for teaching and simulating specific real-life situations. Such simulations are meant to be reproduced in controlled environments. Practitioners in serious games perform actions before different circumstances by following a defined lifecycle. In addition, a goal must be achieved in order to finish/win the game. However, serious games are unnoticed when validating/demonstrating business process improvement (BPI) initiatives. In this paper we present a focus group conducted for validating a BPI representation including ten best practices (BPI10). The focus group includes three worldwide experts in the matter. In addition, a serious game was put in motion between the experts in a race to complete a project. We created a close experience between the experts and the implementation of BPI10 in a playful way. The study offers an empirical exercise which provides evidence that serious games are helpful tools when demonstrating/validating/simulating BPI
Education Delivery Modes: A Post-COVID Study of Traditional and Online Classes in Managerial Accounting
No full textIn recent years, universities have been forced to adapt to online teaching methods due to the COVID pandemic. As these COVID restrictions were lifted, students taking an accounting-based course were offered the opportunity to continue to attend remotely or to return to a traditional face-to-face setting. In this study, we examined students’ feelings of engagement based on both manners of course delivery as well as their expectations of grade for the course. Our results suggest that face-to-face classes provide a better opportunity for following lectures, avoiding distractions, working on group projects, and communicating with instructors and their peers when given the choice between online and face-to-face classes. Students attending class in person also reported a higher expected final grade. However, students attending classes remotely reported appreciating the flexibility of the online format and correspondingly attended a higher percentage of lectures. Overall, these results suggest that students that have now experienced both face-to-face and online course formats may identify and register for course delivery methods with characteristics that more specifically appeal to their desired format regardless of its potential impact on their class performance. To the extent that universities can adopt as many of these characteristics in traditional/fully remote or hybrid type delivery methods, the potential exists for higher student satisfaction levels while taking into consideration student needs
Controlling Disruptive Technology: A Business School\u27s Strategic Approach to ChatGPT
No full textColleges face a host of challenges post Covid, the most severe of which might be the disruptive innovation of ChatGPT. Generative Artificial Intelligence in general, and ChatGPT, in particular, is seen by some to not only be leading to the loss of jobs at universities but the obsolescence of higher education in general (Anft, 2023). This paper examines ChatGPT as a disruptive innovation, explores how one major research university’s business school is utilizing the tool and offers a potential framework for creating programming and policies designed to manage the application going forward
What do students think? Comparing and contrasting four strategic management simulations.
No full textQualitative data was collected from eight capstone undergraduate online strategic management classes (263 students) taught from Summer 2020 to Summer 2023. Students in each class played one of four strategic management simulations: Hubro Business, Strategic Management-Bikes (Marketplace Simulations), The Business Strategy Game, or Capstone 2.0 (Capsim). An analysis of student responses demonstrated the following: 1) Students primarily valued realism, competition, and teamwork in simulations; 2) More complex simulations were not considered more realistic; 3) Students did not prefer relatively simple simulations to relatively complex simulations, as long as they had adequate support
Beyond Tradition: Exploring the Qualities of Experiential Instructors
No full textThis paper explores the qualities that distinguish experiential instructors from their more traditional counterparts. It proposes that differences can be found in relation to their preferred learning processes, the goal and content of learning, instructor characteristics, their degree of innovation and responsiveness to needs, their incorporation of reflective practices, and the potential for transformation through learning
AI\u27s Endgame: Leveraging AI to Craft the Avengers Case Study
No full textIn our research, we explore the transformative potential of Artificial Intelligence (AI) in enhancing strategic management education through storytelling-based case study development. Utilizing ChatGPT, a Generative AI model, we crafted a novel Avengers case study that serves as a modern, relatable educational tool. This AI-generated case study is rooted in the foundational elements of the classic "Robin Hood" case study, a well-established resource in the field. Our work validates ChatGPT\u27s capability to produce short, content-rich cases suitable for single-class-period discussions or assessments. This addresses an existing gap in business education for timely and relevant case studies that effectively gauge students\u27 analytical abilities. Moreover, ChatGPT\u27s speed and adaptability enable instructors to swiftly generate alternative scenarios and corresponding answer keys, thereby maintaining the case\u27s integrity in exam settings. Our research contributes to the evolving landscape of AI applications in educational case study development, particularly in strategic management pedagogy
CURSUS: The Politics of Tenure and Promotion *A Case Study)
No full textIan Finagle moves from his initial employer, Façade University, to Megalith University, a much more prestigious “publish or perish” institution. Although Finagle is granted tenure at Megalith after a few years, when he applies for promotion to full professor, he runs into political games played by his dean, Frank Caine. Learners are asked to analyze the events described in the case study from two perspectives, that of a professor’s career and that of the university, by drawing from the literature on organizational politics
The AI Paradox: Unpacking the Potential and Perils in Business Education
No full textAs business education faces significant challenges from technology advancements, we offer a exploration of the relationship between artificial intelligence (AI) and pedagogical methodologies. We highlight the transformative potential of AI, particularly in enhancing adaptive learning environments, personalizing educational experiences, and providing students with insights into contemporary business decision-making processes. However, this transformative potential is juxtaposed with a paradoxical challenge: the emergence of conversational artificial intelligence (CAI) systems, such as ChatGPT, which pose significant concerns regarding academic integrity. These advanced AI systems, with their capability to generate content autonomously, challenge the bedrock principles of originality, critical analysis, and ethics in business education. While AI promises a revolution in education, making it more accessible, dynamic, and tailored to individual needs, it simultaneously demands a reevaluation of traditional academic values and practices. We contribute to this discourse, elaborating on the dual nature of AI in business education: its unparalleled potential to revolutionize pedagogy and its inherent challenges that could undermine the very essence of academic rigor and integrity. This duality encapsulates the AI Paradox, emphasizing the need for a balanced approach in integrating AI into the educational landscape, one that harnesses its potential while vigilantly addressing its associated perils