This thesis is a study of the development and implementation of business simulations/games in United Kingdom Higher Education institutions. The research takes an holistic approach and examines the topic from the perspective of developers of business simulations, academics who choose to implement simulations in their teaching, and students who are the end users of business simulations. The research is based on an empirical instructivist research paradigm and takes an holistic approach to consideration of the key issues in design, development and use of business simulations/games from the perspective of developers, academics, and learners. The research takes a pragmatic approach to the application of research methods. It relies mainly on the use of qualitative methods to examine in detail the perceptions of learners. A typology of business simulation/games was established and a set of six educational objectives associated with use of business simulations was derived from a study of the literature. Surveys of developers and academics were conducted in order to determine the extent to which both groups shared a common perception of key features which should be exhibited by a business simulation and the pedagogical objectives which business simulations could support. A wide range of literature in the field of educational technology was analysed to determine the manner in which business simulations supported current views on pedagogic theories and also models of learning. The manner in which the pedagogical objectives of simulations were evaluated was then considered and, through a critical review of the literature, a framework for evaluation of business simulations was developed. The framework for evaluation was used in a case study evaluation of Masters students at the Robert Gordon University, the United Kingdom. The evaluation drew on illuminative and integrative evaluation approaches. Drawing on the literature and the findings of the surveys of academics and developers the evaluation explored the key question of whether or not the use of the business simulation achieved the pedagogical objectives which it was intended to achieve, examined the process by which students learn using a business simulation, and did this in the authentic context in which the business simulation was used. The results of the literature analysis and empirical surveys were used to summarize the critical success factors in developing and implementing business simulations in the Higher Education curriculum in the UK. Issues which arose as barriers to adoption of the use of business simulation were explored and recommendations on how to address the key barriers associated with adoption of business simulations are discussed.

The development and implementation of business simulations in higher education in the United Kingdom.

This paper reports a study that investigated effects of Experiential Computer Assisted Learning (ECAI) on learners’ achievement in Biology in Kenya. Solomon’s Non-Equivalent group four research design was used. Four schools were purposively sampled. The schools were randomly assigned to four groups, two experimental and two control groups. All the learners covered same content. Teachers of the experimental groups used ECAI while teachers of control groups used regular approaches. The study focused on the topic Genetics and involved a sample of 163 Form Four learners. Biology Achievement Test (BAT) was used to collect data. The instrument was validated by five experts in Educational Research. Reliability of BAT was estimated using Cronbach’s alpha coefficient. A co-efficient of 0.719 was obtained. The Constructivist and Experiential learning theories guided the study. Data collected were analyzed using ANOVA, t-test and ANCOVA. Hypotheses were tested at an alpha level of 0.05. The findings indicate that learners taught using ECAI had significantly higher scores than those in control groups. It is recommended that the Kenya Institute of Curriculum Development (KICD) incorporates ECAI in the teaching of school Biology to enhance learning. Science teacher education programmes should also incorporate ECAI to enhance its use in schools.

http://www.scholink.org/ojs/index.php/iess/article/download/3747/3885

Enhancing Biology Achievement of Secondary School Learners Using Experiential Computer Assisted Instruction

Capstone courses can create a space for students and educators to act as co–producers of desired learning outcomes which are directly relevant to the world of work. This study uses an auto–ethnographic case study approach to demonstrate how a mixed model learning approach evolved in a capstone marketing strategy unit in a marketing major at an Australian university. Student feedback on the course demonstrates the benefits of using dynamic self–directed learning tools including a marketing strategy simulation game and its associated reflective journal as an adjunct to the traditional static case study and essay–based pedagogies. The necessity for such an approach is based on the premise that the world of work in which the student is about to enter is one which is being increasingly affected by complexity and uncertainty and requires a different set of learning tools to equip students for this kind of work context.

The Application of Self-Directed Learning in a Marketing Strategy Capstone Course

Simulations offer engaging learning experiences, via the provision of feedback or the opportunities for experimentation. However, they lack important attributes valued by marketing educators and employers. This article proposes a “back to basics” look at what constitutes an effective experiential learning initiative. Drawing on the education literature, the article presents a set of propositions for the development of initiatives that deliver deep learning, promote engagement, and develop digital marketing and soft skills. The article notes the attributes of simulations that deliver effective experiential learning, but also where other formats may be superior to simulations, and advocates for an integrative approach. The article illustrates the application of these propositions, and integrative approach, to the development of a highly successful experiential learning initiative, the Google Online Marketing Challenge. The article concludes with the following recommendations for marketing educators engaged ...

Learning From Simulation Design to Develop Better Experiential Learning Initiatives: An Integrative Approach

A key goal of including field site visits in marketing courses is to give business students increased interaction with industry professionals and community leaders. Site visits give students a conc...

Designing a Marketing Course With Field Site Visits

This paper examines the benefits of adopting an experiential and integrated approach to marketing education on a first year undergraduate programme through the development of a simulation. It is demonstrated that embedding the simulation in the learning process and encouraging students to reflect on a series of assessment activities has enabled them to gain better insights into the skills and knowledge required to plan the opening of a new retail outlet. The skills and knowledge expected of new marketers, as outlined by the Chartered Institute of Marketing, were used in the design of the learning activities and it is shown how a blended approach has enriched the student experience and enabled the teaching team to meet all of the CIM's 'asset requirements'.

Designing a web-driven retail marketing simulation

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Designing a web-driven retail marketing simulation