A case for early semester utilization of business simulations

2019 ◽  
Vol 11 (1) ◽  
pp. 90-101 ◽  
Author(s):  
Mark Angolia ◽  
April Helene Reed
Keyword(s):  
Experiential Learning ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
Research Question ◽  
Student Experiences ◽  
Business Simulation ◽  
Content Type ◽  
Early Use ◽  
Management Students ◽  
The Impact

PurposeThe purpose of this paper is to encourage the use of simulations early in a semester, rather than as a course capstone activity, in an effort to utilize simulations as a foundational experience. The intent is to support teaching and learning, as opposed to using simulations as a capstone assignment or assessment tool.Design/methodology/approachA comprehensive literature review synthesizing higher education business simulation effectivity and evaluation methods provides support for the analysis of 60 undergraduate supply chain management students and 96 surveys conducted over two years. The research question explores effectiveness based on the point of time during a semester a simulation was used.FindingsThe analysis of simulation effectiveness, based on the impact of course enjoyment and assistance with learning key course competencies, showed no significant differences for simulations used early in a semester or as an end-of-semester capstone event.Practical implicationsSimulations are effective tools regardless of when they are employed, but there may be significant benefits to using a simulation early in a semester by capitalizing on the tool’s inherent experiential learning functionality, active learning theory and the Kolb Experiential Learning Cycle. Early use of simulations provides common student experiences and creates a foundation for educators to develop a deeper understanding of course concepts. Additional instructor effort is needed to develop external, course specific student work to supplement and enhance the simulation experience. Early use also creates post-simulation debriefing benefits that may be precluded by the end-of-semester simulation events.Originality/valueEvidence suggests that simulations are primarily utilized as course capstone events and/or serve as comprehensive tools to integrate/assess a semester’s worth of conceptual learning. This work fills a gap in the research concerning time frames within a semester when simulations are traditionally employed, presenting a paradigm shift toward early utilization.

Dilemmas in sustainability

2014 ◽  
Vol 33 (6) ◽  
pp. 594-602 ◽  
Author(s):  
Isabel Canto de Loura
Keyword(s):  
Experiential Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Core Curriculum ◽  
Learning Experience ◽  
Potential Contribution ◽  
Student Body ◽  
Cultural Perceptions ◽  
Content Type ◽  
Management Students

Purpose – The purpose of this paper is to contextualize the potential contribution that experiential learning and a learner-centred pedagogical approach may have when aiming to embed sustainability-focused and corporate social responsibility issues in businesses throughout the core curriculum targetted at international cohorts of undergraduate management students. Design/methodology/approach – A new conceptual framework for experiential learning that draws on both scholarly and experimental learning. Using learner-centred learning, the approach aims to engage each student to act both as a learner and a mentor, thus empowering them into enhancing their own and the overall class’ learning experience. Findings – Applying the diversity of students’ individual cultural mindsets to analyse and critically evaluate some of the current most pressing organizational and national/international dilemmas in sustainability. The preliminary outcomes seem to indicate that this approach enriches the students’ learning experience and motivates them to become reflective practitioners and sustainability-focused leaders in their future organizational roles. Research limitations/implications – A framework for an empirical mapping of this important area of teaching and learning (T & L) aimed at a highly international body of undergraduate management students. This is currently under-represented in academic writing and practice, as most of the comparable situations so far mainly address post-graduate cases and do not reflect on the international diversity of the student body. Practical implications – This research reflects on the importance of embedding diverse views on the same issues based on different cultural and socio-economic perspectives, and therefore it brings value to the students’ experience in view of enhancing their global and international human relations awareness and negotiation skills in view of more meaningful sustainability-focused plans and actions. Social implications – Students become aware of differences in needs, resources, cultural perceptions, business standards, practices and policies in place in different countries, and they will be committed to embedding sustainability issues in their future life as business practitioners and will be able to ensure the most appropriate business responses to a planet and humanity under pressure. Originality/value – A rather innovative T & L approach to embed sustainability issues in undergraduate management students training in a highly international context. This is currently under-represented in academic writing and practice, in spite of the numerous programmes that nowadays bring students from all over the world to study together at higher education/university undergraduate level.

The Impact of SimVenture on the Development of Entrepreneurial Skills in Management Students

2015 ◽  
Vol 29 (5) ◽  
pp. 379-395 ◽  
Author(s):  
Dina Williams
Keyword(s):  
Experiential Learning ◽  
Undergraduate Students ◽  
Entrepreneurship Education ◽  
Current Status ◽  
Simulation Game ◽  
Business Simulation ◽  
Simulation Games ◽  
Management Students ◽  
The Impact ◽  
Business And Management

The purpose of this study was to bridge a gap in our understanding of the role business simulation games can play in the development of entrepreneurial capabilities in undergraduate students. While entrepreneurship education has come a long way from being a branch of business and management studies, to its current status as a core discipline in its own right, the debate on the pedagogy of entrepreneurship education continues. The best results in entrepreneurship education are achieved when students are exposed to action-oriented experiential learning that encourages problem-solving, creativity and peer evaluation. Game-based learning is an emerging pedagogy that brings together the evolving nature of young learners and experiential learning. Grounded in the theory of experiential learning and action research methodology, this study investigates how a particular business simulation game, SimVenture, develops not only students' business and management skills but also their entrepreneurial attitude and values. The findings suggest that the business simulation allowed students to face their limitations, overcome some of them and make significant progress in their learning. Using SimVenture improved students' appreciation of business in general and the challenges entrepreneurs have to face in running a business.

Learning opportunities and diversity of engineering students’ background in interdisciplinary group projects

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Akponanabofa Henry Oti ◽  
Peter Farrell ◽  
Abbes Berrais ◽  
Paul McMahon ◽  
Mostapha Boulbibane ◽  
...  
Keyword(s):  
Peer Influence ◽  
Work Experience ◽  
Teaching And Learning ◽  
Student Experiences ◽  
Full Time ◽  
Student Survey ◽  
Content Type ◽  
Business Goals ◽  
Interdisciplinary Project ◽  
The Impact

PurposeIn line with business goals of customer satisfaction, higher education institutions of learning consider excellent student experience a priority. Teaching and learning are important aspects of satisfaction that are monitored annually by universities using tools such as the National Student Survey (NSS). The NSS results are useful for educational planning and informing consumer choices. This research measured undergraduate student experiences on an interdisciplinary project using the NSS framework. Hinged on diversity, the purpose was to investigate whether full-time (FT), part-time (PT) and degree apprenticeship students with varied work experience enhance their learning studying together on an interdisciplinary project.Design/methodology/approachThis research has measured, using the NSS criteria, student experiences on an interdisciplinary project on a civil engineering programme. It benchmarks the quality of learning and student understanding and perceptions of learning. The method is based upon a literature review and questionnaire survey of students.FindingsResults indicate good amounts of peer influence on learning in a simulated interdisciplinary team setting supported by a mix of diverse work experience in students’ background.Originality/valueSections of the NSS are extended with additional questions to capture the impact that FT, PT and degree apprenticeship study modes, closely associated with students’ background of job experience, have on teaching and learning.

scholarly journals “You would expect the successful person to be the man”

2015 ◽  
Vol 7 (3) ◽  
pp. 303-320 ◽  
Author(s):  
Sally Jones
Keyword(s):  
Teaching And Learning ◽  
Entrepreneurship Education ◽  
Education Institution ◽  
Symbolic Violence ◽  
Cultural Norms ◽  
Content Type ◽  
Study Approach ◽  
Multiple Method ◽  
The Impact

Purpose – This paper aims to to explore power and legitimacy in the entrepreneurship education classroom by using Pierre Bourdieu’s sociological and educational theories. It highlights the pedagogic authority invested in educators and how this may be influenced by their assumptions about the nature of entrepreneurship. It questions the role of educators as disinterested experts, exploring how power and gendered legitimacy “play out” in staff–student relationships and female students’ responses to this. Design/methodology/approach – A multiple-method, qualitative case study approach is taken, concentrating on a depth of focus in one UK’s higher education institution (HEI) and on the experiences, attitudes and classroom practices of staff and students in that institution. The interviews, with an educator and two students, represent a self-contained story within the more complex story of the case study. Findings – The interviewees’ conceptualization of entrepreneurship is underpinned by acceptance of gendered norms, and both students and staff misrecognize the masculinization of entrepreneurship discourses that they encounter as natural and unquestionable. This increases our understanding of symbolic violence as a theoretical construct that can have real-world consequences. Originality/value – The paper makes a number of theoretical and empirical contributions. It addresses an important gap in the literature, as educators and the impact of their attitudes and perceptions on teaching and learning are rarely subjects of inquiry. It also addresses gaps and silences in understandings of the gendered implications of HE entrepreneurship education more generally and how students respond to the institutional arbitration of wider cultural norms surrounding entrepreneurship. In doing so, it challenges assertions that Bourdieu’s theories are too abstract to have any empirical value, by bridging the gap between symbolic violence as a theory and its manifestation in teaching and learning practices.

The effect of novelty in in-game advertising: examining the moderating role of interactivity and congruency

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Devika Vashisht
Keyword(s):  
Brand Attitude ◽  
Interactive Marketing ◽  
Content Type ◽  
Brand Recall ◽  
Engagement Theory ◽  
Transportation Theory ◽  
Management Students ◽  
The Impact ◽  
The Relationship

PurposeThe motivation behind the study is to look at the impact of novelty in games on brand recall and attitude, and to dissect the directing job of game interactivity from the points of view of “contrast effect,” “engagement theory” and “transportation theory”.Design/methodology/approachA 2 (novelty: congruent or incongruent) × 2 (game interactivity: high or low) between-subject measures design was used. In total, 172 management students participated in the study. A 2 × 2 between-subjects measure multivariate analysis of variance (MANOVA) was utilized to test the hypotheses.FindingsIncongruent novelty results in higher brand recall but less favorable brand attitude than congruent novelty. Interactivity moderates the relationship between novelty congruence and brand recall such that in a high-interactivity condition, incongruent novelty results in higher brand recall than that in the low-interactivity condition. But, in case of the high-interactivity condition, congruent novelty results in more favorable brand attitude than that in the low-interactivity condition.Practical implicationsDeveloping high brand recall rates and attitudes are the prime objectives of the marketers for choosing a medium to advertise their brands. This investigation adds knowledge to the area of interactive marketing, particularly in-game advertising as a media technique to promote brands taking novelty and game interactivity factors into thought.Originality/valueFrom the perspectives of interactive marketing, psychological elaboration, mind-engagement and transportation of experience, this investigation adds to the literature of advanced media advertising, explicitly to in-game advertising by looking at the effect of novelty and game interactivity.

The impact of audit committee characteristics on internal audit professionalization: empirical evidence from Greece

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Christina Vadasi ◽  
Michalis Bekiaris ◽  
Andreas G. Koutoupis
Keyword(s):  
Empirical Evidence ◽  
Audit Committee ◽  
Audit Quality ◽  
Research Question ◽  
Internal Audit ◽  
Audit Committees ◽  
Annual Reports ◽  
Substantial Impact ◽  
Content Type ◽  
The Impact

Purpose This paper aims to provide empirical evidence of the association between audit committee characteristics and internal audit quality through internal audit professionalization. Design/methodology/approach The investigation of the research question was based on 45 usable responses that were received from a survey of chief audit executives from firms listed on the Athens Stock Exchange and combined with publicly available information from annual reports. Findings The results indicate that audit committee characteristics (independence, diligence through frequent meetings and interaction with internal audit through valuation) influence internal audit professionalization. In addition, they demonstrate that internal audit professionalization is also influenced by CEO duality and firm’s external auditor. Practical implications The findings of this study have implications for audit committees wishing to improve their overall effectiveness, by identifying areas with substantial impact on internal audit quality. Moreover, regulators of corporate governance bodies can also benefit from the results to strengthen audit committee’s efficiency regarding internal audit function oversight. Originality/value The results add to the literature on the discussion of internal audit professionalization and complement the work of other researchers in the field of audit committee’s impact on internal audit quality/effectiveness. This study attempts to fill a gap in the literature on the effect of audit committee characteristics on internal audit professionalization, an element introduced from an institutional theory perspective.

scholarly journals Mental health student nurses’ satisfaction with problem-based learning: a qualitative study

2017 ◽  
Vol 12 (2) ◽  
pp. 77-89 ◽  
Author(s):  
Gerwyn Huw Jones
Keyword(s):  
Mental Health ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Student Nurses ◽  
The Body ◽  
Student Experiences ◽  
Small Scale ◽  
Content Type ◽  
Degree Classification

Purpose The purpose of this paper is to investigate undergraduate pre-registration mental health nurse’s satisfaction with problem-based learning (PBL), in light of the dearth of such studies and to influence future teaching and learning strategies within Cardiff University. Design/methodology/approach Totally, 16 students from three cohorts were interviewed in two focus groups. Data analysis was consistent with Seidel and Kelle (1995) which involved noticing relevant phenomena, collecting examples of these phenomena and subsequently analysing these to find commonalities, differences, patterns and structures. Findings Student experiences were categorised in five themes indicating that they perceived PBL as a novel, flexible approach to adult learning, which fostered decision making and critical thinking. Student engagement with the process was heavily influenced by the contribution of the end product to their degree classification. They also expressed concerns about working in groups and whether the depth of learning was comparable with traditional methods. However, they presented well-considered recommendations for future practice to address the perceived deficits of PBL. Research limitations/implications This was a small scale study undertaken in one institution. As such the views expressed by students relate to the approach to PBL used in this institution. Originality/value This study adds to the body of research relating to the application of PBL in mental health nurse education. Well considered, student generated recommendations are presented which can enhance student motivation, engagement and learning. These are arguably of value to other educationists interested in this approach to teaching and learning.

The impact of library associations: preliminary findings of a qualitative study

2014 ◽  
Vol 15 (3) ◽  
pp. 122-144 ◽  
Author(s):  
Susan Henczel
Keyword(s):  
Social Impact ◽  
Assessment Tool ◽  
Professional Associations ◽  
Qualitative Assessment ◽  
Structured Interviews ◽  
National Library ◽  
Content Type ◽  
Library Associations ◽  
Evidence Of Impact ◽  
The Impact

Purpose – The purpose of this paper is to provide an overview, including methodology and preliminary findings, of a current and ongoing doctoral research study of the impact of national library associations. The study uses the impact assessment framework provided by ISO16439:2014 Methods and procedures for assessing the impact of libraries. Design/methodology/approach – If the professional associations supporting the profession are to become sustainable we need to understand the difference they make to the individual members of the profession, to the employers of those individuals and to the profession of librarianship. This study applies the framework provided by ISO 16439:2014 to the national library association environment to explore and gather evidence of impact. To align with the ISO model, impact is differentiated into impact on individuals; social impact – institution (library or employing organization); and social impact – community (the profession). Preliminary findings show evidence of impact in all categories. Findings – Data were gathered through semi-structured interviews that were conducted with members of national library associations in Australia, New Zealand, the UK and the USA during the third quarter of 2013. Originality/value – This study contributes to research methodologies by testing the use of a qualitative assessment tool in a way that could be transferable to other associations both within and external to the library environment and to enable it to be adapted more broadly for other purposes within the library and information environment.

scholarly journals Is there a correlation between cognition and the ability to remember how to use assistive devices?

2019 ◽  
Vol 47 (1) ◽  
pp. 58-72
Author(s):  
Gerard Mc Carroll ◽  
Mary Cooke
Keyword(s):  
Null Hypothesis ◽  
Assessment Tool ◽  
Mmse Score ◽  
Primary Objective ◽  
Assistive Devices ◽  
Assessment Instrument ◽  
Cross Sectional ◽  
Content Type ◽  
Objective Evidence ◽  
The Impact

Purpose This study aims to establish a correlation between a patient’s mini mental state examination (MMSE) score and their ability to remember how to use common assistive dressing devices. Design/methodology/approach The study was a prospective, cross-sectional and correlational study. A final sample of 63 patients formed the study. Patients’ cognition was measured using the MMSE, and a new assessment tool was developed to assess patients’ ability to use three assistive devices and piloted on 15 patients to address normality, reliability, validity and clinical usefulness. Pearson’s rank correlation coefficient was used to establish direct correlations between the MMSE score and the assessment tool score. Eta squared was used to calculate the effect size to achieve an indication of the difference between the groups. Ethical approval had been granted by the regional ethics committee. The null hypothesis states that patients with an MMSE score of 22 or less show no difference in their ability to safely and appropriately use assistive devices provided and demonstrated by an occupational therapist than patients with an MMSE score of 23 or higher. Findings The null hypothesis was rejected and patients with an MMSE score of 22 or less showed a significant difficulty in their ability to use the three devices. Correlation coefficients showed significant positive correlations between MMSE scores and assistive devices scoring tool results for all three devices: Helping hand (r = 6.677, n = 60, p = 0.01), shoe horn (r = 0.649, n = 54, p = 0.01) and sock aid (r = 0.877, n = 54, p = 0.01). Originality/value The study is in an Irish context and demonstrated primary, objective evidence of the impact of impaired cognition on functional ability. Patients with cognitive deficits pose a larger safety challenge but still should be afforded an opportunity to use and benefit from assistive devices. The assessment tool is a new and unique instrument and although requires further development, may conceivably act not just as an assessment instrument but also an effective treatment tool.

scholarly journals How Entrepreneurship Can Be Learned through Experiential Learning Formats, Especially through Training Firms

2020 ◽  
Vol 7 (4) ◽  
pp. 471-481
Author(s):  
Anne Heinze
Keyword(s):  
Experiential Learning ◽  
Informal Learning ◽  
Best Practice ◽  
Learning Experience ◽  
Research Question ◽  
Entrepreneurship Education ◽  
Project Based Learning ◽  
Present Contribution ◽  
Entrepreneurial Training ◽  
The Impact

A look at entrepreneurship education research shows that there are basically two types of entrepreneurship courses: First, courses for entrepreneurship and second, courses about entrepreneurship such as lectures, formal seminars, individual essays etc. Most of the latter courses can be characterized as teacher-centric where the student involvement is passive. From a more modern perspective and in order to train entrepreneurs trying, experimenting and learning about one's own experience is crucial. More innovative approaches, such as project-based learning, action-based learning and experiential learning, therefore, are gradually appearing on the scene In this context, within the last few years some universities have introduced training firms, mostly for students of economics and business. In Germany, due to a lack of legal possibilities training firms at public universities are still a rarity and therefore under-researched. Thus, the research question for the present contribution is how informal learning can be structured using training firms, and what effects this has on the preparation of learners for later professional practice and / or self-employment. Therefore, the methodology for this paper is first to review the literature related to entrepreneurial learning in order to better understand the informal learning experience in training firms. Second, the case of a communication design agency for students around HTW Berlin, a public university for applied sciences, is analyzed to gain insight into the impact that practice firms can have on entrepreneurship education in general, and in particular in non-business subjects. For this purpose, a case study has been developed based on interviews, which include both the perspective of the students and of the trainer. Overall, the results will show a best practice example of entrepreneurial training and learning in a university context, which can be useful for those involved in the development of course concepts for entrepreneurship education.

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