Developments in Business Simulation and Experiential Learning(Texas Digital Library - TDL E-Journals)
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Decision Support-induced Engagement and Learning Trends by Simulation Phase
No full textBased on learning and engagement theory, this disaggregated longitudinal trend analysis of decision support-induced engagement during Spring 2021 and Spring 2022 illustrates that early introduction of decision support system (dss) packages and freedom of choice results in increased dss usage tied to course assignments during each simulation phase. Further, the results support the hypothesis that user autonomy, relatedness, and competence foster dss-induced engagement, and that complex heavy workload demands under time pressure can be offset by the range of decision-making freedom and the amount of support provided. Based on prior participant suggestions, early dss introduction and support during the Spring 2022 semester resulted in increased online activity on both the simulation portal and course website. Participants downloaded and used more relevant dss packages tied to course assignments during each simulation phase. Enhanced understanding and application of strategic marketing concepts resulted in improved team presentations and individual strategic market plan reports
The Effectiveness of Simulation-Based Learning from the Perspective of Knowledge Structure: A Conceptual Framework
No full textPrior research on the use of simulations and serious games for teaching sustainability, as well as simulation-based learning in general, has rarely distinguished between different types or structures of knowledge when assessing learning outcomes. This paper aims to offer a conceptual framework and provide examples that can assist researchers and practitioners in developing and assessing the effectiveness of simulation-based learning in relation to knowledge-related outcomes: declarative knowledge, procedural knowledge, and conditional knowledge. The significance of this paper is to emphasize the necessity of rigorously conceptualizing and measuring knowledge as learning constructs in empirical research that utilizes simulation and gaming, which hopefully contributes to the research on the effectiveness of simulation-based learning
The Power of Contextual Learning: Using the Juice SPC Game to Teach Control Charts in Operations Management
No full textWe introduce a new way to teach a complex topic in business education called Statistical Process Control (SPC) through a newly developed simulation called the Juice SPC Challenge. We noticed that learners often find it hard to grasp SPC concepts when taught using traditional methods like lectures and textbooks. The Juice SPC Challenge offers a hands-on experience, letting participants apply as they learn in a simulated real-world context. Using a well-known framework, we evaluate the effectiveness of contextual learning, focusing on how participants react to the simulation and any changes in their attitudes towards the subject. We surveyed 66 learners after they completed the challenge and found that they reported significant learning gains. Specifically, they felt more confident in tackling complex problems, a key goal in business education. The simulation also helped learners understand when and how to use control charts, a crucial tool in SPC. They learned to differentiate between creating and monitoring control charts, a common area of confusion, and how to make decisions based on control chart data. The simulation provided immediate feedback on their decisions, something not possible with traditional teaching methods. Our findings contribute to the ongoing debate about the best ways to teach business topics, showing that experiential learning methods like our simulation can offer significant benefits
Do I Really Want to Work Here? A Case Study of Double Binds in Academic Job Selection
No full textIn this case study, a new Ph.D. graduate, Ian Finagle, faces a critical decision regarding a job offer from Skirmish State University. As he looks back on his interviews with two selection committees, he senses a clear rift between the committees and recognizes that, if he accepts Skirmish State\u27s job offer, he’ll find himself navigating conflicting job demands that may prove insurmountable. Our case study discusses how to recognize when a potential job is besieged by double binds – forming the very essence of a “bad” job in which the job candidate is caught in a net of contradictory expectations. Students studying career transitions, job selection, organizational culture, and academic careers may find this case study particularly relevant
Wealth Inequality and “The Case of the Problematic Patent:” An Experiential Classroom Exercise
No full textAs academic topics go, wealth inequality tends to be seen by students as relevant and interesting, whereas intellectual property is more inclined toward mixed reviews. Without a doubt, the study of intellectual property is extremely important, multifaceted, and replete with legal and ethical issues. Nevertheless, the classroom rollout of intellectual property can come off as exceedingly abstract, overly complex, and, yes, even boring. Regardless, the basics of intellectual property often need coverage in traditional business school courses, particularly those involving law and the regulatory environment. A powerful and engaging way to introduce both topics is with the experiential classroom exercise “The Case of the Problematic Patent,” which implicates issues of wealth disparities and intellectual property rights associated with the major players in the pharmaceutical industry – Big Pharma, NGOs (Non-Governmental Organizations), and Government (in the form of U.S. Congressional representation). These issues include high research costs, drug company profits, the cost of drugs to U.S. patients, U.S. law on negotiating drug prices, global access to life-saving drugs, generic drugs, evergreening, ethics, and more. This exercise works in classes involving business law, the regulatory environment, ethical decision-making, international business law, and organizational behavior. Debriefing the exercise may be tailored to emphasize key issues of the particular discipline being taught
Experiential Learning in Marketing: Creating A Student Client Consulting Engagement
No full textThis experiential learning in marketing opportunity involves learning through experience, using experiential learning by creating a student client consulting engagement. During the second week of class, teams of students are assigned a real-life marketing challenge facing a client. Each team of students is responsible for completing an analysis of the challenge and formulating recommendations to the client. The analysis and recommendations are presented to the client in both a business paper and oral presentation at the end of the semester. The objective is for students to understand and apply marketing concepts and practices presented in textbook readings and instructor-led teaching throughout their marketing coursework, to a real-life marketing challenge for a client. This experiential learning opportunity exposes students to the practical application of marketing based on a client consulting engagement in a senior-level undergraduate marketing capstone course
Bringing Fun into Learning Using Group Games and Projects
No full textThe COVID era forced education out of the physical classroom and into the online environment. The loss of face-to-face interaction, especially in a group environment, eliminated learning processes that were based on human socialization. Learning from a computer screen did become an efficient way to expand the physical space of learning out of the classroom and into one’s private/public space in the home office, living room, game room, or wherever a student might join the online meeting. Online group games and project to some degree continued, but the organic community was in many ways lost
Role-Playing as Experiential Learning: Using Dungeons and Dragons to Teach Management Concepts
No full textIn this manuscript, we discuss role-playing as a gamification activity. We introduce the creation of content-specific fictional characters, allowing management and leadership students to meaningfully engage with course material, while also stimulating students’ creative and outside-the-box thinking. Further, the character-building classroom activity develops students’ skills in decision making, the weighing and assessing of choices, and further, communicating those challenges all while engaging with the course content in a novel and interesting way. Though this activity can be applied to a range of courses, we highlight an example character-building activity in which students create their ‘Ideal Leader’ in undergraduate and graduate classrooms
I’m Puzzled by Your Incompetence: An Experiential Exercise For Understanding Workplace Microaggressions
No full textMicroaggressions are subtle acts, omissions, or verbalizations that chip away at another person’s dignity. Although typically, microaggressions have been applied to members of marginalized groups, we consider it to be more broadly applicable to all employees in a workplace. This paper introduces the idea of microaggressions, situates it in the aggression literature, and discusses its impact and how to deal with it. All of these serve as the conceptual grounding for the experiential exercise which follows and that helps learners become better aware of the elements and impact of workplace microaggressions
Employment Skills Development in a Simulation Activity: an investigation of postgraduate student perceptions
No full textThe authors report a short-term research study which is at the nexus of two current avenues of importance in business school education:Development of skills that enhance students’ employability prospects and future career development;Embedding of experiential learning within business school curricula – in the context of this study, through simulation-based training [SBT]The contemporary Higher Education institution [HEI] environment in the UK and elsewhere is rapidly evolving. Within this dynamic arena, students are increasingly indicating financial drivers as the primary motivator (Crockford, Hordósy, and Simms, 2015) for undertaking study. As such, HEIs are becoming increasingly aware of the need to support students’ transition into employment by addressing the needs of employers more effectively. Consequently, universities engage with a number of activities designed to support employability of graduates, including work placement schemes (representing a form of on-the-job training [OTJT]) and a wide range of simulations and role-playing scenarios. These are intended to contribute to the development of generic employability skills, as well as provide a ‘head start’ for graduates at the outset of their careers (Wilton, 2012). Similarly, universities are more alert to how their programs, assessment strategies and on-campus activities can support graduate and postgraduate employability. One such approach is the use of SBT in the classroom as a form of ‘free-practice’ activity, often linked to assessment. The use of SBT has been shown to act as both a catalyst and a vehicle for learning (e.g. Loon, Evans, and Kerridge, 2015)