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The extant literature on school leadership development is dominated by conceptual analysis, descriptive studies of current practice, critiques of current practice, and prescriptions for better ways to approach practice. Relatively few studies have examined impact of leadership development using experimental methods, among which even fewer studies have employed a cross‐cultural comparative perspective. The aim of this paper is to discuss the feasibility of using a computer simulation as tools for research in leadership development.

This is a methodology development paper. It discusses the feasibility of using a computer simulation as tools for research in leadership development. Exemplary research questions, research designs, and data analyses are used to illustrate the potential of this approach for addressing under‐explored issues in management education.

Three categories of cross‐cultural comparative research questions are proposed: comparative study of leadership expertise, comparative study of instructional approaches, and comparative study of leadership development processes. This study demonstrates the research potential of using the computer simulations to address complex issues in leadership development across cultures.

Although computer simulations have been used as training tools for several decades, few scholars have explored their potential for use in the collection of complex data in an efficient fashion. The current study not only demonstrates how a specific simulation has been adapted to collect data on leadership development in education, but also models the means by which computer simulations could be employed in a similar fashion in other domains of education and training.

Proponents have argued that simulation-based learning (SBL) offers capabilities that respond to persisting critiques of management education. This research intended to provide additional empirical evidence for the instructional effectiveness of SBL. This paper aims to discuss these issues.

This research adopted a quasi-experimental, multiple time series design to examine the instructional effectiveness of courses that incorporated computer simulations in a Master of Management program at a business school in Thailand. It compared student perceptions of three SBL courses with courses that used a variety of other instructional approaches over a period of seven years.

Results revealed that students rated the SBL courses significantly higher on overall perceived instructional effectiveness, as manifested by action-directed learning, student engagement, quality of assessment and feedback, and instructor effectiveness.

The consistency of significant results for a large number of course sections over a substantial period of time suggests that the SBL courses created a more active, productive environment in which to learn management theory and practice.

The results support assertions that simulations offer potential for enhancing the quality of university-based management education.

First, the research provides empirical insights into the implementation of SBL in management education; second, many instructors remain skeptical as to whether active learning methods imported from western contexts are suitable for Asian learners. The study addresses this issue in the light of data that describe one institution's sustained attempt to employ computer simulations in its graduate management education program.