High order leadership, problem solving skills, and the capacity for innovation in new markets, and technologically complex and multidimensional contexts, are the new set of skills that are most valued by companies and employers alike. Business simulation exercises are one way of enhancing these skills. This article aims to examine the capacity of business simulations to deliver the learning outcomes they have the potential to achieve, and the challenges faced in implementing these technologies.
A literature of the learning outcomes from business simulations, and critical assessment of the challenges and problems involved in the implementation of learning technologies.
Traditionally, postgraduate business education programs have adopted the functional silos that provide the organizational framework for the design of the curriculum. Business problems rarely present themselves in the compartmentalized silo supply‐driven disciplinary framework. The question of how to achieve greater convergence of the business curriculum programs that offer students more practical oriented experiences to develop their conceptual understanding in cross functional decision making and analytical thinking abilities through “learning by doing” of real business problems, has concerned business education for a considerable time.
The article shows that the prospect of adopting a broad‐based, integrative approach that goes beyond the conventional lectures and case studies complemented by business simulations and emerging technologies has significant potential to resolve the traditional problems of business education convergence of the curriculum.
Clarke, E. (2009), "Learning outcomes from business simulation exercises: Challenges for the implementation of learning technologies", Education + Training, Vol. 51 No. 5/6, pp. 448-459. https://doi.org/10.1108/00400910910987246Download as .RIS
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