Developments in Business Simulation and Experiential Learning(Texas Digital Library - TDL E-Journals)
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Are Business Games Really Delivering What Students are led to Believe??
No full textThis paper reviews the role of expected learning by students who participate in computerized business simulations. This paper suggests methodology that could be used to evaluate simulations as students play them, not by the authors’ of the games. It used the game CAPSTONE and the specific findings should not be generalized to other games. The research found several points that seemed to raise learning expectation too high. Two learning points were found that underestimated the learning that took place. A simple but important finding was that the expectations of learning, are strongly related to the amount of learning that takes place
A Seminal Inventory of Basic Research Using Business Simulation Games
No full textThe vast bulk of research in simulation gaming focuses on either the design of games or their use in education and training. Considerable basic research, though, makes use of games as a research environment. This paper provides a seminal inventory of the use of games for basic research in business. This inventory is anticipated to evolve into a more exhaustive data base and also to lead to more meaningful categorizations and characterizations of the inventory. Now and in the future this inventory may encourage researchers to make use of the real and numerous advantages of simulation games as a research platform
Experiential Learning: Introducing Faculty and Staff to a University Leadership Development Program
No full textExternal changes exacerbate the complexity of managing and leading public secondary institutions (Page & Dimsdale, 2002). Considering the many external governance bodies’ and their sheer influence in post secondary education, it is not surprising many faculty and staff are unclear about their role in meeting a changing institutional world. As key organizational members, faculty and staff have a growing need to know what governance changes and environmental pressures mean to the university and to them. Additionally, university leadership must encourage the involvement of faculty and staff to facilitate these changes. A Leadership Enhancement and Development Program (LEAD) has been instituted at the University of West Florida. Experiential learning is used as the catalyst introducing participants to its program. Key Words: Experiential Learning, Leadershi
Board Games and Teaching Textile Marketing and Finance
No full textThis preliminary study of the use of experiential learning reports on the use of the Income/Outcome™ financial game for students taking courses in textile marketing, accounting, and finance. With the increased need for students to have a practical understanding of business concepts prior to entering the job force, educators are looking for inventive application for students to view these concepts in a deeper dimension. A discussion of the impact on critical business factors is provided
Function for an Entrepreneurial Firm
No full textThe purpose of this paper is to explore a variation of the sine function that represents the product development process in a small, one-product, entrepreneurial firm. The function utilizes two primary decision variables, cumulative time and cumulative capital expended on product development. Before the product may be marketed, it must successfully complete both an Alpha and Beta test, both of which are modeled as stochastic functions. The game that the functions have been developed for is DUALITY; a review of Duality was presented at the 2002 ISAGA conference
Participant Identification of Competitors in a Marketing Simulation Competition
No full text"Despite extensive academic research on how to classify competitors, little is known about how managers identify competitors in practice. This paper examines how student managers in two different marketing simulation games identified their strongest competitors and how these managers evaluated their competitors in terms of the level of threat they posed and their relative importance as competitors. The findings from 96 simulation teams indicated that simulation game players used many of the same criteria as practising marketing managers but the scope of the criteria used were influenced by the nature of the simulations being played and the evaluation approaches being employed. It is clear that a marketing manager for Coca-Cola would view Pepsi-Cola as a direct competitor. In the same fashion, Procter & Gamble marketing managers would view Kimberly-Clark as a direct competitor, General Motors\u27 management would view Ford as a direct competitor, etc. Many examples, like these, would seem to be clear. However, competition can come from companies that are not exactly like us (product, generic and total budget competitors). When identifying competitors, what criteria do marketing managers use?
International Management Virtual Teamwork: A Simulation
No full textAs the international environment increasingly turns to electronic communication technologies, experience in manipulating such technologies is in itself a critical learning objective for the 21st century. Especially in the international environment, firm ‘best practice’ increasingly turns to information and communication technology (ICT) as a means of improving efficiency in using internal firm resources, including management time and experience. As a means of preparing students to participate in this increasingly electronic international management environment, this paper reports on the development of a multi-phase, term length “virtual team” active learning simulation in the undergraduate academic environment
Financial Plan for Your Life and Career Goals,
No full textThis experiential interactive session focuses on facilitating the creation of financial plans that depict likely revenues and expenses during the first year of students’ future jobs. The learning objectives of this exercise are for students to research their desired careers, think about the fit between their intended careers and their desired lifestyles, as well as begin a discipline of financial self-control and investment
What Makes Strategy Possible: An Illustration Using Paper and Scissors
No full textExercises in experiential learning are designed to help the participant or learner “experience” a concept firsthand. These exercises should be designed to facilitate or add to the participant’s learning process. Furthermore, the more tangible the end result of the exercise, the greater the chances the person will be able to “take something” with them. This exercise is designed to illustrate concepts in strategy development and implementation. Given the changing nature of today’s competitive environment, it is important that we do three things in making strategy possible: exercise our imagination and our ability to think “out-of-the box”; be able to induce logic and begin to reason connections between factors that just a short time ago seemed unrelated, and finally to have a degree of understanding and comprehension if not only of the parts, but of their effect on the whole. The exercise should take place very early in the course so that the various aspects can be referred to as those concepts present themselves throughout the course
The ABSEL Research Heritage and the BKL: Leveraging Their Value for Future Research
No full textThe Bernie Keys Library (BKL) was created to assist researchers in the fields of simulation and experiential learning. A database was created to identify the “citation classics” of the BKL and guide researchers to those BKL articles most frequently cited by ABSEL researchers. It was found that simulation papers tended to use references more than experiential papers, some authors did not include references with published papers due to page limitations and many authors did not use or include reference lists. Some proposals are made to enhance the future utility of the existing BKL, and future research submissions