Computer Based Business
Simulations in TLA at SUBS
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Session Objectives

Shortcoming's of Traditional Case Based
Approaches to Teaching, Learning &
Assessment

Can Computer Based Business Simulations
(CBBS) “Create the Difference”?

Share both student & my own experiences of
using simulations in Formative and Summative
assessment.
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Computer Based Business
Simulations CBBS A Definition.

As any system that: “duplicates the
features, appearance and characteristics
of a real business or management
system”. Feinstein and Mann (in Kendall et al 2003)

Compare above definition with the text
based case study approach (HBS 1920’s)
- can text based TLA fit the same
definition?
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Adoption of CBBS

Over 95% of AACSB (American
Assembly of Collegiate Schools of
Business) and over 60% of all large
companies use business simulations in
their programmes. (Wolfe & Luethge, 2003)

UK Adoption Levels?
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Background

The majority of texts on strategic management,
follow the same simplistic formulae and structure
in terms of the strategy process:




Internal & External Analysis,
Formulation or Development
Implementation/change/control??
Strategy & Business Decision Making is a more
integrated, complex dynamic & iterative process
(longitudinal or incremental, prescriptive vs.
emergent etc.)
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Learning outcomes and preparation for the Reality of Practice
Rugman, 2006
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Some Argument:
Mintzberg & Quinn (1991) contend that the
text based case method can in fact be
counter productive by giving misleading, if
not even dangerous, over-simplifications
of the realities of such processes and
 That output tends to converge upon the
lecturer’s own analysis and
recommendations.

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Hitting the Learning Outcomes
Analysis, learning, application, problem
solving, communication and reflection
 Can we properly test these learning’s
using a text based case?
 Can we with do so by incorporating a
Simulation?

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
A growing & substantial body of literature supports the
argument that the understanding of complex management
decision making concepts is enhanced when computer
simulations are used as pedagogical tools (Wolfe &
Luethge, 2003; Zantow et al., 2005).

Such research has established the positive and
complementary roles simulations play in


Promoting deep, active, experiential and generative learning and
The facilitation of effective group work, communications and
problem solving skills
(Kendall & Harrington (2003), Wolfe & Luethge (2005), Jennings, (2001), Pray and
Rabinowitz (1989) etc etc…
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Deep vs. Surface Learning
Adapted form Ramsden (1999:p43)
Approaches To
Learning/Assessment
HOW
“structural aspect”: the
act of experiencing, of
organising, of structuring
Holistic
Preserves
the
structure,
focuses
on the
whole in
relation to
the parts.
Atomistic
Distorts
the
structure,
focuses
on the
parts,
segments
the whole.
WHAT
“Meaning aspect”: that
which is experienced: the
significance of the task
Deep
Focuses
on the
integrated
nature of
the task
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Surface
Focuses
on the
signs (e.g.
the wordsentence
level of
the text)
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A Comparative Study
CBBS vs. Text Based Case.

1.
2.

Kendall & Harrington (2003) argue that text
based cases:
lack a sense of realism, lack interaction with
the environment and competition and
provide no feedback on student decisional
(problem solving) processes and which are
essential abilities and competences required
for professional practice.
They undertook a comparative 4 year study re
CBBS vs. text based learning
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
The output in terms of their hypothesis were “statistically
tested” as follows:




H1: that CBBS provide higher skills compared with
text based cases,
H2: higher level of learning attained using CBBS,
H3: better team skills and
H4: no increase in level of difficulty of use
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Computer Based Business
Simulations at SUBS
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Simulations to Date
1.
2.
3.

International Strategic Management
Level 3 in 2007 – pilot 15 students
Strategic Management Level 3 2007/8
41 Students (2 classes)
International Strategic Management
2008 - 43 Students…….(1 class…!)
http://www.interpretive.com/
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Assessment Design

International Strategic Management



30% Group Work Report on Simulation
70% Individual Case Assignment – building upon the
simulated context
Strategic Management



Choice of three mini - portfolio topics based on first
five weeks of module
50% Group Work Report on Simulation
Two further learning portfolio’s with one a reflective
journal on simulation re Learning Outcomes
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Student Feedback Questionnaire ISM 2007

“The use of the simulation to facilitate the understanding of the
module gave us the chance to operate a “real business”

“The simulation was a good point for group work

“The simulation was (an) enhancing experience in a business
environment

“The simulation was very useful

“The simulation helps to see how the theory can be applied.
Develops a better understanding

“Good learning structure with the simulation
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Questionnaire: Strongly agree to Strongly Disagree
(Scale : 3 max, 2, 1, -1, -2, -3 min: sample 15)

I found the International Strategy Simulation enhanced my
learning experience on this module. 2.5

I found the simulation gave a me the opportunity to learn in a
dynamic performance orientated competitive environment
(compared to traditional text based learning). 2.3

I found the group work element of the simulation to overall be
positive. 2.3

I found the package easy to use and felt it was a well supported
environment. 2.3

I would be positive towards the use of business simulations in
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future. 2.4
From: marketing@capsim.com [mailto:marketing@capsim.com]
Sent: Wed 2/20/2008 22:22
To: CONSIDINE Peter J
Subject: Capsim: Students want to learn
Professor??? Considine,
Sometimes you receive an Email you simply have to share,
because it tells the whole story:

"Here’s a new catch-phrase for Dan – “My students are
learning in spite of themselves!”

"This is no small 'nuance'. Instead of working on
something so as to learn it or master it, my students are
engaging in the simulation and their learning is a result
of their engagement.
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Email cont.

"I’ve just seen the shift in my students. Just this week. Many
of them are now engaged in “beating this thing”. They want to
make it work.

"I’ve never seen or experienced this in a book! Are you getting
the significance of this? My students are asking me to explain
the contribution margin parameters, not because they “have to
know it”, but because they WANT to know how to beat the
simulation! “

"We’ve started registration for our Spring term classes. I’m
scheduled in a 450 seat auditorium – expecting 450 students.
The moral of the story is: Students “learn by doing”. Give them
material that is engaging, involving and educational. They'll do
the rest…?
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A
new Learning Outcome??
 “The
Ability To Perform
Competitively”

A Simulation Workshop??
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
Thank you
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