Enhancing students' entrepreneurial capacity through marketing simulation games

Abstract

Purpose

Education can cultivate a variety of skills for future entrepreneurs. The purpose of this study was to explore the role of a marketing simulation game as a pedagogical tool to enhance the entrepreneurial mind-set and boost the predisposition of postgraduate students to become entrepreneurs.

Design/methodology/approach

Qualitative data from the feedback of students regarding their simulation experience in an advanced marketing course were collected and analyzed.

Findings

The reports showed that, in a simulation setting, entrepreneurial learning can develop students' entrepreneurial skills and encourage them to undertake entrepreneurial activities. The simulation experience allowed students to face challenges, overcome limitations, improve their analytical skills, and enhance their business knowledge.

Research limitations/implications

First, these findings cannot be generalized as they are based on a small sample of students. Second, qualitative research is very reliant on the individual characteristics of students. Because of the restricted time of the module, the students were only allowed to run six rounds (the minimum) out of 10. More rounds would have benefitted student learning and increased the likelihood of capturing more of their insights.

Originality/value

By using qualitative research, this study provides more thoughtful insights into students' perceptions of entrepreneurial skills and competency improvements by using simulation as a pedagogical tool. Following the suggestions of Fayolle et al. (2016), this study underlines the entrepreneurship education outcomes in terms of students' reflections on understanding their capability and their predisposition to take entrepreneurial actions in the future. Also, the role of education in fostering entrepreneurship is highlighted.

Citation

Thanasi-Boçe, M. (2020), "Enhancing students' entrepreneurial capacity through marketing simulation games", Education + Training, Vol. 62 No. 9, pp. 999-1013. https://doi.org/10.1108/ET-06-2019-0109