Abstract
Although business simulations are widely used in management education, there is no
consensus on optimising their application. Our research explores the use of business simulations as a dimension of a blended learning pedagogic approach for management education.
Accepting that few best-practice prescriptive models for the design an implementation of simulations in this context have been presented, and that there is little contemporary empirical evidence for the claims made by proponents of such
models, we address the lacuna by considering business student perspectives on the use of simulations. Data was gathered from a source of 487 campus-based students,
gathered over a three year period. We then intersect the available data with espoused
positive outcomes made by the authors of a prescriptive model. We find the model to
be essentially robust and offer evidence to support this position. In so doing we
provide one of the few empirically based studies to support claims made by
proponents of simulations in management education. We follow with suggestions for
further research into the employability outcomes of simulation based training, based
on the results of our study. The research should prove valuable for those with an
academic interest in the use of simulations, either as a blended learning dimension or
as a stand-alone business education activity. Further, the findings contribute to the
academic debate surrounding the use and efficacy of simulation-based training within
business and management education
consensus on optimising their application. Our research explores the use of business simulations as a dimension of a blended learning pedagogic approach for management education.
Accepting that few best-practice prescriptive models for the design an implementation of simulations in this context have been presented, and that there is little contemporary empirical evidence for the claims made by proponents of such
models, we address the lacuna by considering business student perspectives on the use of simulations. Data was gathered from a source of 487 campus-based students,
gathered over a three year period. We then intersect the available data with espoused
positive outcomes made by the authors of a prescriptive model. We find the model to
be essentially robust and offer evidence to support this position. In so doing we
provide one of the few empirically based studies to support claims made by
proponents of simulations in management education. We follow with suggestions for
further research into the employability outcomes of simulation based training, based
on the results of our study. The research should prove valuable for those with an
academic interest in the use of simulations, either as a blended learning dimension or
as a stand-alone business education activity. Further, the findings contribute to the
academic debate surrounding the use and efficacy of simulation-based training within
business and management education
| Original language | English |
|---|---|
| Title of host publication | Conference Proceedings of Asian Conference on Technology in the Classroom |
| Subtitle of host publication | ACTC 2015 |
| Place of Publication | Kobe, Japan |
| Pages | 307-320 |
| Number of pages | 14 |
| Publication status | Published - 20 May 2015 |