Teaching system dynamics and discrete event simulation together : a case study

System Dynamics (SD) and Discrete Event Simulation (DES) follow two quite different modeling philosophies and can bring very different but, nevertheless, complimentary insights in understanding the same ‘real world’ problem. Thus learning SD and DES approaches require students to absorb different modeling philosophies usually through specific and distinct courses. We run a course where we teach model conceptualization for SD and DES in parallel and, then, the technical training on SD and DES software in sequential order. The ability of students to assimilate, and then put into practice both modeling approaches, was evaluated using simulation-based problems. While we found evidence that students can master both simulation techniques, we observed that they were better able to develop skills at representing the tangible characteristics of systems, the realm of DES, rather than conceptualizing the intangible properties of systems such as feedback processes, the realm of SD. Suggestions and reflections on teaching both simulation methods together are proposed. System Dynamics (SD) and Discrete Event Simulation (DES) follow two quite different modeling philosophies and can bring very different but, nevertheless, complimentary insights in understanding the same ‘real world’ problem. Thus learning SD and DES approaches require students to absorb different modeling philosophies usually through specific and distinct courses. We run a course where we teach model conceptualization for SD and DES in parallel and, then, the technical training on SD and DES software in sequential order. The ability of students to assimilate, and then put into practice both modeling approaches, was evaluated using simulation-based problems. While we found evidence that students can master both simulation techniques, we observed that they were better able to develop skills at representing the tangible characteristics of systems, the realm of DES, rather than conceptualizing the intangible properties of systems such as feedback processes, the realm of SD. Suggestions and reflections on teaching both simulation methods together are proposed

An investigation of the effect of educational background on performance in simulation studies

We might expect a link between educational background, in terms of degree subject studied, and performance on simulation studies. We study this link by comparing the performance of student groups from computer science, statistics and business on a simulation task. The analysis covers their overall performance and their performance on different elements of the task. Surprisingly, we are unable to find much difference in the performance of the students, leading us to conclude that educational background has little effect, at least for a relatively straightforward modelling task. The implications for organisations employing simulation modellers and for their educational needs are discussed. Journal of the Operational Research Society (2010) 61, 1685-1693. doi:10.1057/jors.2009.151 Published online 2 December 200