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1 – 10 of over 18000Serge Poisson‐de Haro and Gokhan Turgut
The purpose of this paper is to explore the use of simulations in strategy teaching. The authors’ conceptualization is built upon the benefits and limitations of simulations by…
Abstract
Purpose
The purpose of this paper is to explore the use of simulations in strategy teaching. The authors’ conceptualization is built upon the benefits and limitations of simulations by establishing a link between the skills required to be a competent manager and the capacity of simulations to develop them.
Design/methodology/approach
Using deductive theory building, the authors pinpoint the shortcomings of simulations, and offer a framework categorizing managerial skill development using simulations to teach strategic management.
Findings
The authors propose a new perspective on the use of simulations to teach strategic management by elaborating on their effectiveness in developing soft skills related to social issues often overlooked in simulations’ learning outcomes. The framework provides propositions concerning the ability of simulations to develop both soft (societal and human) and hard skills (technical and conceptual) needed by managers.
Research limitations/implications
Literature shows that computer‐based platforms significantly increase the learning process. While such tools are widely used in teaching hard skills for decision making, they are relatively absent from teaching soft skills for decision making. Future studies should empirically explore the extent to which computer‐based platforms help cultivate soft skills.
Practical implications
Simulations are one of the most praised learning tools by management students. MBA administrators and strategy instructors would benefit from improved simulations that take into account the social environment surrounding managers. Expanded simulations, then, might lead to better preparation of management candidates for their tasks. In addition, simulation developers may find guidance in the authors’ conceptualizations to construct more effective teaching aids.
Originality/value
Contrary to the mainstream literature that focuses on hard‐skill development through simulations, this study calls attention to simulations’ capacity to foster the soft‐skills required to be a competent manager.
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Riyaz Abdullah Sheikh, Gaafar Mohamed Abdalkrim and Yasser Moustafa Shehawy
Higher education institutions are undergoing a change in their teaching–learning practices, with the core goal of giving students the necessary skills and competencies to succeed…
Abstract
Purpose
Higher education institutions are undergoing a change in their teaching–learning practices, with the core goal of giving students the necessary skills and competencies to succeed in a complex and uncertain society. This study aims to evaluate the effectiveness of business simulation as a pedagogical strategy for teaching 21st-century competencies to undergraduate students. The study looks at students’ self-perception on how business simulation impacts future skills such as entrepreneurship, employability and sustainability.
Design/methodology/approach
The research incorporates a one-week workshop for undergraduate business students using AnyLogic business simulation. For this study, a 24-item skills-based survey was used as the instrument for eliciting input about students’ self-perceptions. To measure the impact of business simulation on overall student learning, a theoretical framework was developed and tested using SmartPLS version 4 for construct reliability, validity and hypotheses testing.
Findings
Based on the students’ feedback, the finding shows that most of the 24 soft skills were facilitated by the business simulation used. The simulation significantly affects the development of entrepreneurial and employable skills. On the contrary, it has little effect on enhancing sustainability skills. In addition, the study suggests that factors like gender and expertise had little overall impact on the results.
Practical implications
The most apparent practical implication of this study is that business schools should focus more on skill development by stressing on experiential teaching methods like business simulation to help students build various skills and become more prepared for the actual world of business.
Originality/value
The research presents fresh empirical data that add to the continuing discussion on active learning in business education and assist educators in avoiding some potential drawbacks of these innovative teaching techniques. With the right direction and criticism throughout the simulation, this learning experience has shown to be useful for everyone involved.
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Stephen S. Stumpf, Roger L.M. Dunbar and Thomas P. Mullen
Entrepreneurship education is struggling to define itself, tocreate a meaningful knowledge base, and to develop, entrepreneurialskills in managers. As an integral part of this…
Abstract
Entrepreneurship education is struggling to define itself, to create a meaningful knowledge base, and to develop, entrepreneurial skills in managers. As an integral part of this process, the utility and appropriate‐ness of various teaching methods are frequently explored. It is suggested that the behavioural simulation technology, which has been successfully used to teach strategic and organisational processes and to diagnose and develop managerial skills, may be appropriate for developing entrepreneurial skills. Empirical data are used to support the argument that behavioural simulations create an appropriate teacher‐learner environment to accomplish many of the learning objectives of entrepreneurship education.
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Johathon S. Rakich, Paul J. Kuzdrall, Keith A. Klafehn and Alan G. Krigline
Simulation is a powerful analytical technique that plays a role inthe development of managers′ problem‐solving and decision‐making skillsas well as those skills related to…
Abstract
Simulation is a powerful analytical technique that plays a role in the development of managers′ problem‐solving and decision‐making skills as well as those skills related to effecting organisational change and dealing with the dynamics of organisational behaviour. An overview is presented of simulation in the health services setting. Two specific hospital simulation applications concerning the design of a same‐day surgery unit and the reallocation of beds among services are described. Each examines the impact on managerial skills and how simulation enhanced those skills. Finally, the implications of using simulation as a strategy for management development are discussed.
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Susan B. Pettine, Kevin A. Cojanu and Kimberly Walters
The purpose of this paper is to examine the expectations of human resource management professionals as they relate to reality‐based learning experiences that can shape college…
Abstract
The purpose of this paper is to examine the expectations of human resource management professionals as they relate to reality‐based learning experiences that can shape college graduates' education. Computer‐based simulations can provide a strong opportunity for learning‐by‐doing, so it would be important to understand what skill sets should be targeted for these.
Design/methodology/approach
A survey was used for the research question: what work‐related skill sets will human resource management (HRM) professionals value in recent college graduates who are starting in entry‐level HRM positions? The respondents were from the Society of Human Resource Management (SHRM).
Findings
The respondents targeted specific skill sets that they value, and the data provided can now be applied in creating reality‐based learning opportunities using educational simulations in an online environment.
Research limitations/implications
The potential for future research includes the opportunity to collect data on student use of educational simulations that focus on providing the subject HRM skill sets in this paper.
Practical implications
The implications for pedagogy include the use of educational simulations that target the reinforcement of specific HRM skill sets that have been identified. These can provide college students with a unique opportunity for praxis.
Originality/value
This paper examines the underlying value of reality‐based learning and how the use of educational simulations can add value in praxis. Additionally, it identifies several HRM skill sets for recent college graduates seeking to enter the HRM field. This paper will be of value to university educators, curriculum management professionals, university administrators, and university technology management professionals.
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Gertrude Mwalabu, Annie Msosa, Ingrid Tjoflåt, Kristin Hjorthaug Urstad, Bodil Bø, Christina Furskog Risa, Masauko Msiska and Patrick Mapulanga
The purpose of this study was to explore the clinical readiness of simulation-based education (SBE) in preparing nursing and midwifery students for clinical practice in…
Abstract
Purpose
The purpose of this study was to explore the clinical readiness of simulation-based education (SBE) in preparing nursing and midwifery students for clinical practice in sub-Saharan Africa. This study has synthesised the findings from existing research studies and provides an overview of the current state of SBE in nursing and midwifery programs in the region.
Design/methodology/approach
A qualitative meta-synthesis of previous studies was conducted using the following steps: developing a review question, developing and a search strategy, extracting and meta-synthesis of the themes from the literature and meta-synthesis of themes. Five databases were searched for from existing English literature (PubMed, Cumulative Index for Nursing and Allied Health Professional Literature [CINAHL], PsycINFO, EMBASE and ScienceDirect Medline, CINAHL and Science Direct), including grey literature on the subject. Eight qualitative studies conducted in sub-Saharan Africa between 2014 and 2022 were included. Hawker et al.'s framework was used to assess quality.
Findings
The following themes emerged from the literature. Theme 1: Improved skills and competencies through realism and repetition. Theme 2: Improved skills and competencies through realism and repetition. Theme 3: Improved learning through debriefing and reflection. Theme 4: Constraints of simulation as a pedagogical teaching strategy.
Research limitations/implications
The qualitative meta-synthesis intended to cover articles from 2012 to 2022. Between 2012 and 2013, the authors could not identify purely qualitative studies from sub-Saharan Africa. The studies identified were either mixed methods or purely quantitative. This constitutes a study limitation.
Practical implications
Findings emphasise educator training in SBE. Comprehensive multidisciplinary training, complemented by expertise and planned debriefing sessions, serves as a catalyst for fostering reflective learning. Well-equipped simulation infrastructure is essential in preparing students for their professional competencies for optimal patient outcomes. Additional research is imperative to improve the implementation of SBE in sub-Saharan Africa.
Originality/value
The originality and value of SBE in nursing and midwifery programs in sub-Saharan Africa lie in its contextual relevance, adaptation to resource constraints, innovative teaching methodologies, provision of a safe learning environment, promotion of interprofessional collaboration and potential for research and evidence generation. These factors contribute to advancing nursing and midwifery education and improving healthcare outcomes in the region. This study fills this gap in the literature.
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Annie Msosa, Masauko Msiska, Patrick Mapulanga, Jim Mtambo and Gertrude Mwalabu
The purpose of this systematic review was to explore the benefits and challenges in the implementation of simulation-based education (SBE) in the classroom and clinical settings…
Abstract
Purpose
The purpose of this systematic review was to explore the benefits and challenges in the implementation of simulation-based education (SBE) in the classroom and clinical settings in sub-Saharan Africa. The objectives of this systematic review were to identify the benefits of utilising SBE in the classroom and clinical practice in sub-Saharan Africa and to assess the challenges in the implementation of SBE in the classroom and clinical practice in sub-Saharan Africa.
Design/methodology/approach
Five databases were searched for existing English literature (Medline, CINAHL and Science Direct), including grey literature on the subject. Out of 26 eligible studies conducted in sub-Saharan Africa between 2014 and 2021, six studies that used mixed-methods design were included. Hawker et al.’s framework was used to assess the quality of the studies. Quantitative data were presented using descriptive and inferential statistics in the form of means and standard deviations while qualitative data were analysed and presented thematically.
Findings
Quantitative findings showed that participants rated SBE highly in terms of teaching (93.2%), learning (91.4%) and skill acquisition (88.6%). SBE improved the clinical skill competency from 30% at baseline to 75% at the end. On the other hand, qualitative findings yielded themes namely: improved confidence and competence; knowledge acquisition and critical thinking; motivation and supervision; independent, self-paced learning; simulation equipment and work schedules; and planning and delivery of simulation activity. Pedagogical skills, competence and confidence are some of the elements that determine the feasibility of implementing SBE in the classroom and clinical settings.
Practical implications
SBE could help to bridge the gap between theory and practice and improve the quality of care provided by nurses. Simulation-based training is effective in improving the clinical skills of midwives and increasing their confidence in providing care. However, SBE trainees require motivation and close supervision in classroom settings if simulation is to be successfully implemented in sub-Saharan Africa. Furthermore, careful planning of scenarios, students briefing and reading of content prior to implementation facilitate effective simulation.
Originality/value
While there may be a lack of literature on the use of SBE for training nurses and midwives in the developing world, there is growing evidence that it can be an effective way to improve clinical skills and quality of care. However, there are also significant challenges to implementing simulation-based training in resource-limited settings, and more research is needed to understand how best to address these challenges. This study fills this gap in the literature.
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Helgi Thor Ingason and Pernille Eskerod
Existing literature points out that conventional educational modes are not sufficiently motivational for students. Concurrently, the contemporary society requires awareness of…
Abstract
Purpose
Existing literature points out that conventional educational modes are not sufficiently motivational for students. Concurrently, the contemporary society requires awareness of sustainability within project management. The purpose of this paper is to investigate how the use of simulations in project management education can positively impact students’ awareness of sustainability and enhance their ability to navigate projects in a sustainable way.
Design/methodology/approach
Experiment where 26 experienced professionals with different backgrounds engaged in three extensive project management simulations with sustainable aspects and participated in pre- and post-assessments.
Findings
Our research shows that simulations have a high potential for enhancing learning on project management with sustainable aspects. We conclude that simulations can significantly contribute to enhancing student awareness of sustainability. This is through directly confronting them with three areas in which sustainability impacts project management, that is the management of environmental, social, and economic aspects; through handling opportunities, complexities, and adaptability; and by assuming responsibility for sustainable development in the simulation case.
Practical implications
We have shown that simulations – as a part of project management education – are highly likely to augment students' capacity to navigate their projects in a sustainable way.
Originality/value
This paper offers results of an empirical study on simulations as a means to create awareness of ability to navigate projects in a sustainable way. The paper provides extensive qualitative statements from participants, and thereby gives the reader insights into the raw data leading to insightful conclusions for the field of project management education.
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Jose James, Bhavani Rao R. and Gabriel Neamtu
Offering unskilled people training in engineering and vocational skills helps to decrease unemployment rate. The purpose of this paper is to augment actual hands-on conventional…
Abstract
Purpose
Offering unskilled people training in engineering and vocational skills helps to decrease unemployment rate. The purpose of this paper is to augment actual hands-on conventional vocational training methods with virtual haptic simulations as part of computer-based vocational education and training.
Design/methodology/approach
This paper discusses the design of a bi-manual virtual multi-modal training interface for learning basic skills in surface mount device hand soldering. This research aims to analyze human hand dexterity of novices and experts at micro level skill knowledge capture by simulating and tracking the users’ actions in the manual soldering process through a multi-modal user interface.
Findings
Haptic feedback can enhance the experience of a virtual training environment for the end user and can provide a supplementary modality for imparting tangible principles to increase effectiveness. This will improve the teaching and learning of engineering and vocational skills with touch-based haptics technology, targeted toward teachers and students of various disciplines in engineering. Compared with the traditional training methods for learning soldering skills, the proposed method shows more efficiency in faster skill acquisition and skill learning.
Originality/value
In this study, the authors proposed a novel bi-manual virtual training simulator model for teaching soldering skills for surface mount technology and inspection. This research aims to investigate the acquisition of soldering skills through virtual environment, with and without haptic feedback. This acts as a basic-level training simulator that provides introductory training in soldering skills and can help initially unskilled people find educational opportunities and job offers in the electronics industry.
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Amanda Jane Davies, Irwyn Shepherd and Elyssebeth Leigh
Globally, private and public organisations invest ever increasing amounts of money, time and effort to develop leadership capabilities in current and future leaders. Whilst such…
Abstract
Purpose
Globally, private and public organisations invest ever increasing amounts of money, time and effort to develop leadership capabilities in current and future leaders. Whilst such investment results in benefits for some, the full value of developmental strategies on offer is not always realised. Challenges inhibiting achievement of full value include struggling to identify learning programs that best fit with the organisational structure, culture, mission and vision and difficulties in maximising engagement of personnel at multiple levels of the management structure.
Design/methodology/approach
The purpose of this study is to introduce a pathway for health services to develop and embed simulation-based educational strategies that provide targeted learning for leaders and teams. Aligning this approach to leadership development through presentation of case studies in which the model has been applied illustrates the pathway for application in the health-care sector.
Findings
The findings of the approach to leadership development are presented through the presentation of a case study illustrating application of the ADELIS model to simulation-based learning.
Practical implications
The ADELIS model, outlined in this study, provides a guide for creating customised and flexible learning designs that apply simulation-based learning, enabling organisations to develop and provide leadership training for individuals, units and teams that is appropriately fit for purpose.
Originality/value
The key contribution to health-care leadership development offered in this study is the rationale for using simulation-based learning accompanied by a model and pathway for creating such a pedagogical approach, which embraces the reality of workplace circumstances.
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