Pjc FELTS March 081 Computer Based Business Simulations in TLA at SUBS

pjc FELTS March 08 pjc FELTS March 08 11

Computer Based Business Computer Based Business Simulations in TLA at SUBSSimulations in TLA at SUBS


Session ObjectivesSession Objectives

Shortcoming's of Traditional Case Based Shortcoming's of Traditional Case Based Approaches to Teaching, Learning & Approaches to Teaching, Learning & AssessmentAssessment

Can Computer Based Business Simulations Can Computer Based Business Simulations (CBBS) “Create the Difference”?(CBBS) “Create the Difference”?

Share both student & my own experiences of Share both student & my own experiences of using simulations in Formative and Summative using simulations in Formative and Summative assessment.assessment.


Computer Based Business Computer Based Business Simulations CBBS A Definition.Simulations CBBS A Definition.

As any system thatAs any system that: “duplicates the : “duplicates the features, appearance and characteristics features, appearance and characteristics of a real business or management of a real business or management system”system”. . Feinstein and Mann (in Kendall et al 2003)Feinstein and Mann (in Kendall et al 2003)

Compare above definition with the text Compare above definition with the text based case study approach (HBS 1920’s) based case study approach (HBS 1920’s) - can text based TLA fit the same - can text based TLA fit the same definition?definition?


Adoption of CBBSAdoption of CBBS

Over 95% of AACSB (American Over 95% of AACSB (American Assembly of Collegiate Schools of Assembly of Collegiate Schools of Business) and over 60% of all large Business) and over 60% of all large companies use business simulations in companies use business simulations in their programmes.their programmes. (Wolfe & Luethge, 2003) (Wolfe & Luethge, 2003)

UK Adoption Levels?UK Adoption Levels?


BackgroundBackground

The majority of texts on strategic management, The majority of texts on strategic management, follow the same simplistic formulae and structure follow the same simplistic formulae and structure in terms of the strategy process: in terms of the strategy process: Internal & External Analysis, Internal & External Analysis, Formulation or Development Formulation or Development Implementation/change/control??Implementation/change/control??

Strategy & Business Decision Making is a more Strategy & Business Decision Making is a more integrated, complex dynamic & iterative process integrated, complex dynamic & iterative process (longitudinal or incremental, prescriptive vs. (longitudinal or incremental, prescriptive vs. emergent etc.)emergent etc.)


Learning outcomes and preparation for the Reality of Practice

Rugman, 2006


Some Argument:Some Argument:

Mintzberg & Quinn (1991) contend that the Mintzberg & Quinn (1991) contend that the text based case method can in fact be text based case method can in fact be counter productive by giving misleading, if counter productive by giving misleading, if not even dangerous, over-simplifications not even dangerous, over-simplifications of the realities of such processes and of the realities of such processes and

That output tends to converge upon the That output tends to converge upon the lecturer’s own analysis and lecturer’s own analysis and recommendations. recommendations.


Hitting the Learning OutcomesHitting the Learning Outcomes

Analysis, learning, application, problem solving, communication and reflection

Can we properly test these learning’s using a text based case?

Can we with do so by incorporating a Simulation?


A growing & substantial body of literature supports the A growing & substantial body of literature supports the argument that the understanding of complex management argument that the understanding of complex management decision making concepts is enhanced when computer decision making concepts is enhanced when computer simulations are used as pedagogical tools (Wolfe & simulations are used as pedagogical tools (Wolfe & Luethge, 2003; Zantow et al., 2005).Luethge, 2003; Zantow et al., 2005).

Such research has established the positive and Such research has established the positive and complementary roles simulations play in complementary roles simulations play in Promoting deep, active, experiential and generative learning and Promoting deep, active, experiential and generative learning and The facilitation of effective group work, communications and The facilitation of effective group work, communications and

problem solving skills problem solving skills

(Kendall & Harrington (2003), Wolfe & Luethge (2005), Jennings, (2001), Pray and (Kendall & Harrington (2003), Wolfe & Luethge (2005), Jennings, (2001), Pray and Rabinowitz (1989) etc etc…Rabinowitz (1989) etc etc…


Approaches To Learning/Assessment

HOW“structural aspect”: the act of experiencing, of organising, of structuring

WHAT“Meaning aspect”: that which is experienced: the significance of the task

AtomisticDistorts the structure, focuses on the parts, segments the whole.

SurfaceFocuses on the signs (e.g. the word-sentence level of the text)

DeepFocuses on the integrated nature of the task

Deep vs. Surface Learning

HolisticPreserves the structure, focuses on the whole in relation to the parts.

Adapted form Ramsden (1999:p43)


A Comparative Study A Comparative Study CBBS vs. Text Based Case. CBBS vs. Text Based Case.

Kendall & Harrington (2003) argue that text Kendall & Harrington (2003) argue that text based cases: based cases:

1.1. lack a sense of realism, lack interaction with lack a sense of realism, lack interaction with the environment and competition and the environment and competition and

2.2. provide no feedback on student decisional provide no feedback on student decisional (problem solving) processes and which are (problem solving) processes and which are essential abilities and competences required essential abilities and competences required for professional practice. for professional practice.

They undertook a comparative 4 year study re They undertook a comparative 4 year study re CBBS vs. text based learningCBBS vs. text based learning


The output in terms of their hypothesis were “statistically The output in terms of their hypothesis were “statistically tested” as follows: tested” as follows:

H1: that CBBS provide higher skills compared with H1: that CBBS provide higher skills compared with text based cases,text based cases,

H2: higher level of learning attained using CBBS, H2: higher level of learning attained using CBBS, H3: better team skills and H3: better team skills and H4: no increase in level of difficulty of useH4: no increase in level of difficulty of use


Computer Based Business Computer Based Business Simulations at SUBSSimulations at SUBS


Simulations to DateSimulations to Date

1.1. International Strategic Management International Strategic Management Level 3 in 2007 – pilot 15 studentsLevel 3 in 2007 – pilot 15 students

2.2. Strategic Management Level 3 2007/8 Strategic Management Level 3 2007/8 41 Students (2 classes)41 Students (2 classes)

3.3. International Strategic Management International Strategic Management 2008 - 43 Students…….(1 class…!) 2008 - 43 Students…….(1 class…!)

http://www.interpretive.com/http://www.interpretive.com/







Assessment DesignAssessment Design

International Strategic ManagementInternational Strategic Management 30% Group Work Report on Simulation30% Group Work Report on Simulation 70% Individual Case Assignment – building upon the 70% Individual Case Assignment – building upon the

simulated contextsimulated context

Strategic ManagementStrategic Management Choice of three mini - portfolio topics based on first Choice of three mini - portfolio topics based on first

five weeks of modulefive weeks of module 50% Group Work Report on Simulation50% Group Work Report on Simulation Two further learning portfolio’s with one a reflective Two further learning portfolio’s with one a reflective

journal on simulation re Learning Outcomesjournal on simulation re Learning Outcomes


Student Feedback Questionnaire ISM 2007Student Feedback Questionnaire ISM 2007

““The use of the simulation to facilitate the understanding of the The use of the simulation to facilitate the understanding of the module gave us the chance to operate a “real business”module gave us the chance to operate a “real business”

““The simulation was a good point for group workThe simulation was a good point for group work

““The simulation was (an) enhancing experience in a business The simulation was (an) enhancing experience in a business environmentenvironment

““The simulation was very usefulThe simulation was very useful

““The simulation helps to see how the theory can be applied. The simulation helps to see how the theory can be applied. Develops a better understandingDevelops a better understanding

““Good learning structure with the simulation Good learning structure with the simulation


Questionnaire: Strongly agree to Strongly DisagreeQuestionnaire: Strongly agree to Strongly Disagree

(Scale : 3 max, 2, 1, -1, -2, -3 min: sample 15)(Scale : 3 max, 2, 1, -1, -2, -3 min: sample 15)

I found the International Strategy Simulation enhanced my I found the International Strategy Simulation enhanced my learning experience on this module. learning experience on this module. 2.52.5

I found the simulation gave a me the opportunity to learn in a I found the simulation gave a me the opportunity to learn in a dynamic performance orientated competitive environment dynamic performance orientated competitive environment (compared to traditional text based learning). (compared to traditional text based learning). 2.32.3

I found the group work element of the simulation to overall be I found the group work element of the simulation to overall be positive. positive. 2.32.3

I found the package easy to use and felt it was a well supported I found the package easy to use and felt it was a well supported environment. environment. 2.32.3

I would be positive towards the use of business simulations in I would be positive towards the use of business simulations in future. future. 2.42.4


From:From: [email protected] [mailto:[email protected]] [email protected] [mailto:[email protected]]Sent:Sent: Wed 2/20/2008 22:22 Wed 2/20/2008 22:22To:To: CONSIDINE Peter J CONSIDINE Peter JSubject:Subject: Capsim: Students want to learn Capsim: Students want to learn

Professor??? Considine,Professor??? Considine,

Sometimes you receive an Email you simply have to share, Sometimes you receive an Email you simply have to share, because it tells the whole story:because it tells the whole story:

"Here’s a new catch-phrase for Dan – “My students are "Here’s a new catch-phrase for Dan – “My students are

learning in spite of themselves!” learning in spite of themselves!”

"This is no small 'nuance'. Instead of working on "This is no small 'nuance'. Instead of working on something so as to learn it or master it, my students are something so as to learn it or master it, my students are engaging in the simulation and their learning is a result of engaging in the simulation and their learning is a result of their engagement. their engagement.


Email cont.Email cont. "I’ve just seen the shift in my students. Just this week. Many "I’ve just seen the shift in my students. Just this week. Many

of them are now engaged in “beating this thing”. They want to of them are now engaged in “beating this thing”. They want to make it work. make it work.

"I’ve never seen or experienced this in a book! Are you getting "I’ve never seen or experienced this in a book! Are you getting the significance of this? My students are asking me to explain the significance of this? My students are asking me to explain the contribution margin parameters, not because they “have to the contribution margin parameters, not because they “have to know it”, but because they WANT to know how to beat the know it”, but because they WANT to know how to beat the simulation! “simulation! “

"We’ve started registration for our Spring term classes. I’m "We’ve started registration for our Spring term classes. I’m scheduled in a 450 seat auditorium – expecting 450 students.scheduled in a 450 seat auditorium – expecting 450 students.

The moral of the story is: Students “learn by doing”. Give them The moral of the story is: Students “learn by doing”. Give them material that is engaging, involving and educational. They'll do material that is engaging, involving and educational. They'll do the rest…? the rest…?


A new Learning Outcome?? A new Learning Outcome??

““The Ability To Perform The Ability To Perform Competitively”Competitively”

A Simulation Workshop??A Simulation Workshop??


Thank you Thank you

Documents

Pjc FELTS March 081 Computer Based Business Simulations in TLA at SUBS