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A major trend in enterprise resource planning software (ERP) is to embed business analytics tools within user-centered roles in enterprise software. This integration allows business users to get better and faster insight to action. As a consequence, it is imperative for business students to learn how to use these new tools to adequately prepare them for new expectations in the industry. The paper aims to discuss these issues.

In this paper, the authors propose a new serious game, called ERPsim for big data, to enable the learner to acquire abilities at each level of the business analytics learning taxonomy. To maximize the pedagogical impact of the game, participatory design (PD) with professors as co-designers was used during game development.

This case study presents the PD approach and analyses the efficacy of the proposed new simulation.

The authors conclude by providing recommendations and lessons learned from this approach.

Stakeholder theory understands business in terms of relationships among stakeholders whose interests are mainly joint but may be occasionally conflicting. In the latter case, managers may need to make trade-offs between these interests. The purpose of this paper is to explore the nature of managerial decision-making about these trade-offs.

This paper draws on the ordonomic approach which sees business life to be rife with social dilemmas and locates the role of stakeholders in harnessing or resolving these dilemmas through engagement in rule-finding and rule-setting processes.

The ordonomic approach suggests that stakeholder interests trade-offs ought to be neither ignored nor avoided, but rather embraced and welcomed as an opportunity for bringing to fruition the joint interest of stakeholders in playing a better game of business. Stakeholders are shown to bear responsibility for overcoming the perceived trade-offs through the institutional management of social dilemmas.

For many stakeholder theorists, the nature of managerial decision-making about trade-offs between conflicting stakeholder interests and the nature of trade-offs themselves have been a long-standing point of contention. The paper shows that trade-offs may be useful for the value creation process and explicitly discusses managerial strategies for dealing with them.

This article aims to examine instances of timeliness and temporality in information sharing conducted by members of the Finnish game design community. By doing so, it provides new knowledge into the ways in which organizational information practices may take place on an individual and interpersonal level, and the ways in which timeliness impact information sharing.

The article is based on three sets of interviews, gathered in 2012–2014, 2017–2018 and 2018–2020.

The authors identify six themes of information sharing and show that time is strongly tied to the ways in which people in the Finnish game development industry share information outside of their own companies.

This type of information sharing has not been previously researched. This study brings forth new knowledge on how timeliness influence information sharing within creative industries.

While scholars recognize that digital technology is a major tool employed by contemporary learners to access knowledge, its full capacity is yet to be utilized. This paper investigates opportunities to increase individual learning engagement and knowledge retention in higher education and corporate environments through integrating educational content with innovative digital technology. Currently, within commonly adopted e-learning platforms, the most utilized online content delivery and student progress assessment tools in leadership education appear to be discussion-based instruction, along with written assignments, and research projects (Jenkins, 2016). To inform leadership educators’ choice in innovative tools for increased effectiveness of instruction, this paper shares an experience of delivering integrated global leadership education pedagogical content (i.e., cross-cultural competency instruction for graduate management class at a U.S.-based public university) within a gamified real-time multiuser learning platform—MyAltis—and discusses implications for leadership education.

Simulation in education has been well documented. Business simulation games (BSGs) are often digital and run by a third-party provider. This can create barriers to engagement from educator and student perspectives. This paper explores a facilitator-led BSG, posing the question: can facilitator-led BSGs provide practical experiential learning experiences within a taught setting.

Exploratory inductive research recruited a sample of 45 student participants, an external examiner and a module leader. Qualitative data were collected using focus group discussion, participant obsession and facilitator reflection. Mixed-method feedback forms were also used.

The facilitator-led BSG offered a flexible approach to challenge or problem-based learning, experiential learning, collaborative learning and critical reflection. Student feedback was positive, and there was an increase in engagement within all elements of the module.

This paper presents a case study example of the implementation of a facilitator-led BSG, providing an alternative solution for teaching practitioners to structured simulations run by third-party hosts. This paper highlights a flexible approach to student-centric experiential and challenging learning through enterprise education within small-group settings. There are opportunities for further evaluation and exploration of the notion, which can be developed from this paper in future works.

This research examines the use simulation, StarPower, as an instrument to teach students about ethics in management and leadership. The paper begins with an overview of sources of learning in leadership and management development and later focuses specifically on the use of simulations. This is followed by a brief explanation of the StarPower simulation and the results of an exploratory study conducted. It was determined that 100% of participants found the activity educational and would recommend using it again in the future. In addition, 96% of the participants responded that StarPower is an effective activity for teaching students about ethical behavior.

The Collegiate Leadership Competition (CLC) is a fast-growing tool for post-secondary student leadership development. There, teams practice with a coach for several months, then compete against teams from other institutions to win competitions based on achieving outcomes and demonstrating effective leadership practices (e.g., authentic collaboration, positive conflict management techniques). In this study, 135 students participated in at least one wave of data collection. Initial results suggested that leadership capacity among participants showed a steady increase from initial pre-test through their competition date to a post-test measured months later. Scores among participants who identified as a man or woman did not statistically differ. These findings, though initial, may indicate that placing students in competitive environments can serve as an important tool to support their leadership development.

Higher education institutions and their lecturers are strategic agents and main drivers that contribute to circular economy transition. This requires them to understand the key circular economy competencies and how to integrate circular economy holistically into their curricula with the suitable teaching and learning approaches. This study aims to support them by providing an overview on the characteristics of education for the circular economy (ECE) and suggestions to lecturers to further develop their curricula.

The data consisted of scientific articles (n = 22) describing circular economy courses in higher education. Qualitative content analysis with quantitative features was performed on the selected articles to answer the research question.

The findings confirm that the system’s focus is the key issue in ECE. However, to integrate circular economy holistically into the curricula, ECE should be implemented more widely in the context of different industries and market contexts to find innovative teaching and learning approaches. The demand side needs to be incorporated in the courses, as systemic transformation is also about transforming consumption. All levels of implementation and circular economy objectives should be included in courses to promote systems thinking. In addition, innovative forms of real workplace interaction should be increased.

As ECE has started to emerge as a new field of study, this article provides the first integrated overview of the topic.

This paper analyses whether the entrepreneurship education centres introduced by the Italian Ministry of Higher Education and Research in 2012 (the Italian Contamination Labs – CLabs) are effectively adopting the emergent digital technologies for nurturing their entrepreneurship education activities and dissemination of knowledge contamination practices among university students.

An in-depth analysis of italian entrepreneurship education centres provides evidence about the direct role played by digital technologies in supporting and enhancing the entrepreneurial processes, as well as on their indirect role in stimulating entrepreneurship activities of nascent student entrepreneurs.

Findings provide some insights into the strategic role of some categories of digital technologies inside the CLabs. The main results show still a weak use of digital technologies in CLabs except for social media and digital platforms, mainly used for promotion scope and communication of the entrepreneurial outputs achieved by the students.

Limitations of the study consist of the need to expand the study to all the other CLabs belonging to the CLabs Italian Network and to derive a set of “invariance” among the cases in terms of digital technologies support for student entrepreneurship.

New ways of managing entrepreneurship centres will involve a more massive adoption of digital technologies to support and transform some processes realized inside the CLabs, even if the governance of such centres must develop new digital skills.

The originality of the work regards the contribution to the emerging role of digital technologies on the student's entrepreneurship.

Based on Behavioral Theory of Negotiations (Walton & McKersie, 1965), the purpose of this paper is to discuss the existing gap between negotiation theory and pedagogy and presents an experiential teaching tool that closes this gap. The tool is a ‘serious game’ (Abt, 1975) that reinforces all four core negotiation subprocesses while allowing students to practice their negotiation skills and several critical business competencies in a realistic and improvisational context.

After successfully using NegotioPoly for five years, qualitative and quantitative data were collected in three sections of negotiation classes to assess student learning and behaviors while playing NegotioPoly and to collect student feedback on the effectiveness of NegotioPoly in teaching and reinforcing key negotiation skills.

Findings support that NegotioPoly is highly effective in engaging students in a series of realistic negotiations, joint problem solving and strategic decision-making. Results show that, during the game, students demonstrate their negotiation skills and learnings, and they practice all four negotiation subprocesses of distributive, integrative and intraorganizational bargaining and attitudinal structuring.

NegotioPoly enables students to engage in distributive and integrative bargaining, multiple levels of negotiations and coalitions in quick succession. Students practice organizational politics and adjust their negotiations based on relationships and social realities, as they demonstrate advanced deal-making behaviors and core business competencies of problem solving, decision-making, analytical skills and ability to work with others.

NegotioPoly reinforces core business competencies such as negotiation, problem solving, analytical skills and the ability to work in teams that employers look for and, therefore, is a useful tool for preparing students for the business world.

NegotioPoly is an experiential learning tool that closes the gap between negotiation theory and pedagogy while providing deep learning and realistic practice opportunities for students where they can use their negotiation skills in a gaming environment that uses multi-party and multi-round negotiations.