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Business simulations come in two forms: custom simulations that mirror a specific business, or evolved simulations presenting a generic business model. This paper aims to investigate these.

This viewpoint paper presents the relative merits of both types of simulation.

The paper finds that custom simulations are ideal for training in specific products or processes. For all broad business learning objectives such as improved financial and strategic skills, an evolved simulation is a better choice. Capstone Business Simulation, for example, is used in executive education – for students from a wide range of industries – at Kellogg Business School, one of the top rated US business schools, and by corporations in a wide range of industries.

The paper can be used to help decide what type of business simulation is best for corporate training objectives.

The purpose of this paper is to investigate and gain insights into the use of computer simulations and games in business schools in Thailand. In addition, it aims to compare the findings in Thailand with the study carried out in the UK.

A total of 700 questionnaires were sent to the 35 universities in Thailand that offer MBA degrees. This survey achieved a response rate of 23 percent.

The usage of simulation games in business schools in Thailand is still at an early stage of development. The primary reason to use such tools in both Thailand and the UK is that they help to increase students' interaction and teamwork. Meanwhile, lack of information on simulation games is major obstacle of using simulation games in their classroom teaching. However, the demand for computer simulations and games in the classroom is likely to increase in the future.

The study provides good platform for further in‐depth study on this topic in Thailand. As for practical implication, it suggests a need for more collaboration between industry and academia so that simulation games will be developed to fit with the teaching courses.

This study highlights the key factors underpinning the usage of these new tools in classroom teaching in the Thai context.

During the current global epidemic, e-learning and mobile learning have been rapidly developed in the field of entrepreneurship education. The effect of these learning methods remains to be confirmed. The purpose of this paper is to explore the effect of mobile business simulation games in entrepreneurship education.

From May 2020 to July 2020, the authors adopted a quasi-experimental design to explore the effect of mobile business simulation games in entrepreneurship education. The authors set up an experimental group to participate in mobile business simulation games, with a total of 105 students, and set up a control group of 100 students. At the beginning and end of the experiment, data on entrepreneurial attitude, self-efficacy, entrepreneurial intention and other related variables were collected. Paired sample T-test and regression analysis were used to analyze the results.

The authors found that mobile business simulation games can improve entrepreneurial attitudes and self-efficacy, but cannot change entrepreneurial intentions. The paired sample T-test in the experimental group showed that the entrepreneurial attitude and entrepreneurial self-efficacy of the participants were significantly improved, but the entrepreneurial intention did not change significantly. The above three variables did not change significantly in the control group. The research results also show that flow experience is very important in mobile business simulation games, which can improve entrepreneurial attitude and entrepreneurial self-efficacy.

The authors’ findings confirm the positive effects of mobile business simulation games in entrepreneurship education, which can improve entrepreneurial attitudes and entrepreneurial self-efficacy. But the disadvantage of mobile business simulation games is that they cannot increase entrepreneurial intention. In addition, the flow experience needs to be valued in mobile business simulation games. The research in this paper has implications for how mobile learning can be used in entrepreneurship education during the COVID-19 pandemic. In addition, research is of great value on how mobile business simulation games can be improved.

The purpose of this paper is to introduce an approach to business simulation with less dependence on business simulation software to provide innovative work experience within a programme of study, to boost students’ confidence and employability.

The paper is based on analysis of existing business simulation literature, which is synthesised with contemporary pedagogic trends and the outputs of the authors’ longitudinal research on improving the effectiveness of business simulation as a teaching method.

The use of business simulation as a pedagogic tool can be considerably extended beyond built‐in functionality to match the needs of various business‐related disciplines. Learning from their own mistakes enabled students to appreciate the gap between theory and its application.

Business simulation can provide an innovative provision of work experience for students, if its design utilises continuous formative feedback and reflective practice amongst other pedagogical elements rather than relying on sophisticated business simulation software.

This paper offers a blueprint for the provision of business simulation exercises in higher education as means for equipping participants with a work‐like experience.

The article presents a fresh view on the use of business simulation in the educational process, while contributing to the long‐standing debate on bridging the gap between theory and practice.

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.

Business renovation, the effective utilisation of information technology and the role of business process modelling and simulation, are all vital in supply chain integration projects. This paper aims to show through a combination of these methods how the performance of the supply chain can be improved with the renovation and integration of processes at various tiers in the chain and by the sharing of information between companies.

Simulation‐based methodology for measuring the benefits of the creation and renovation of business process models combines the methodology of developing process models and its simulation with the simulation of supply and demand. A procurement process in the oil/retail petrol industry is examined in a case study.

Using the proposed methodology, different business process models can be investigated and simulated. The benefits for each company involved in the presented case are substantial and can be estimated through a simulation. Substantial benefits in costs, quality and lead times were identified, however, their distribution is not symmetric. Inter‐organisational IS and applied technology were enablers for supply chain integration. However, organisational changes and new business models were prerequisites for obtaining those benefits.

The process approach to supply chain integration presents a mechanism that can be applied to any industry. It represents a systematic methodological business renovation approach involving cost cuts, quality improvements and lead‐time improvements. The costs of supply chain integration projects were not studied. The benefits should be measured against the cost of testing the economic feasibility of such projects.

The effective utilisation of business process modelling and a simulation of the necessary business renovation are shown. The novel combination of business process and demand/supply simulation enables an estimation of changes in lead‐times, process execution costs, quality of the process and inventory costs. Although the methodology is presented through a case study of the oil/retail petrol industry, it can also be used to estimate the benefits and monitor supply chain integration projects in other industries.

This study aims to consider assurance of learning among undergraduate business students enrolled in capstone business strategy courses using the GLO-BUS competitive simulation. Gender, academic major and business core course performance were examined.

Participants were 595 undergraduate capstone business students from 21 course sections taught over a four-year period. Variables included learning assurance measures, simulation performance, gender, major, business core course grades, capstone course grade and cumulative grade point average. Correlations, linear regression, multiple regression and multivariate analysis of variance (MANOVA) were used to analyze the data.

Learning assurance report scores were strongly related to simulation performance. Simulation performance was related to capstone course grade, which, in turn, was significantly related to the grade point average (GPA). Core business courses were related to learning assurance and performance indicators. Significant differences for gender and degree major were found for academic performance measures. Women and men did not differ in simulation performance.

Limitations include the use of one simulation (GLO-BUS) and studying students at one university taught by one professor. Assurance of learning measures needs further study as factors in business program evaluation. Future research should analyze post-graduate performance and career achievements in relation to assurance of learning outcomes.

This study conducts empirical analyses of simulation learning that focuses entirely on direct measures, including student characteristics (gender, major), learning assurance measures, business core course grades, capstone course grades and student GPAs.

Business simulations are increasingly used to facilitate knowledge transfer in management education. Although such simulations have already been widely applied in other disciplines, this method of facilitating learning has not yet been used much in financial education. This article reports on three studies that examine the value added by this experiential learning method in a financial management course, as perceived by students. The reasons for students’ experiencing this teaching method as positive are investigated. It would seem that financial education has much to gain from a wider application of business simulations.

Global economic growth provides new opportunities for the development of clothing enterprises, but at the same time, the rapid growth of clothing customization demand and the gradual increase of clothing costs also pose new challenges for the development of clothing enterprises. In this context, 3D printing technology is injecting new vitality and providing a new development direction for the vigorous development of clothing enterprises. However, with the application of 3D printing technology, more and more clothing enterprises are facing the problem of business model innovation. In view of the lack of relevant research, it is necessary to carry out exploratory research on this issue.

The business model canvas method was adopted to design business model for clothing enterprises using 3D printing. The simulation model of the designed business model was constructed by a system dynamics method, and the application of the designed business model was analysed by a scenario simulation.

Mass selective customization-centralized manufacturing (MSC-CM) business model was constructed for clothing enterprises using 3D printing, and a static display was carried out using the BMC method. A dynamic simulation model of the MSC-CM business model was constructed. The future scenario of clothing enterprises using 3D printing was developed, and a simulated enterprise was analysed. The results show that the MSC-CM business model has a good application value. The simulation model of the MSC-CM business model performs the function of a business strategy experiment platform and also has a good practical application value.

The MSC-CM business model is only a typical business model for clothing enterprises using 3D printing. It is necessary to further develop other business models, and some elements of the MSC-CM business model need to be further improved. In addition, the MSC-CM business model simulation uses a general model, which is not suitable for all clothing enterprises using 3D printing. When the model is applied, the relevant enterprises can further adjust and optimize it, thereby improving the validity of the simulation model.

To the best of the authors’ knowledge, this is the first paper on the MSC-CM business model for garment enterprises using 3D printing. Secondly, it is the first time that the business model of clothing enterprises using 3D printing has been simulated. In particular, the proposed business model simulation provides the possibility for testing the business strategy of clothing enterprises using 3D printing. In addition, a positive attempt has been made in the collaborative research of using both a static display business model and a dynamic simulation business model.

Explore the use of simulation within managerial accounting principles courses to enhance business integration learning. Course pedagogy and content changes are examined as an alternative approach to traditional lecture. Specific outcome goals include critical thinking, engagement, and communication skills development.

Literature review, stakeholder feedback, assessment examination results.

Stakeholder feedback suggests increased student motivation and engagement can occur with simulation use. A positive impact on student learning is possible where a real-world, competitive decision-making scenario is provided in conjunction with enthusiastic instructor guidance. Further, standardized examinations are available as a means to evaluate assurance of learning goals and continuous improvement models related to assessment.

Highlights the development of quantitative and qualitative decision-making skills.

Students are better prepared for business study through development of decision-making, critical thinking, teamwork, and communication skills.

The use of simulation represents a powerful tool for study of the interdisciplinary nature of business. Instructors may find the feedback herein beneficial as they consider pedagogy alternatives for their managerial accounting principles courses.