Some Recommendations for Researching Learning from Playing a Simulation

This paper attempts to help simulation scholars understand why most of the research attempting to show that simulation players learn from playing fails. It recommends research designs that are simpler than those historically used

Conducting a Classroom to Facilitate Career Goal Attainment

This study deals with facilitating student career goal attainment in the classroom. Its three purposes are to (1) verify an earlier finding suggesting that the experiential and simulation methods are relatively ineffective for helping students with their career goals (2) discover why students feel simulation and experiential courses are not helpful for attaining career goals and (3) discover whet distinguishes those courses (regardless of teaching method) that are helpful in students’ eyes for attaining career goals from those which are not helpful. To obtain results, 594 undergraduates were surveyed. The results indicate that the experiential teaching method in combination with lectures are seen by students as valuable for facilitating career goal attainment. The results also suggest that when the instructor tells stories and anecdotes showing the relevance of course concepts to the real world, students perceive the course as relatively helpful for pursuing careers

Who Gains and Who does not from Experiential Learning

The purpose of this study is to discover who gains and who does not from experiential learning. The study was done with twenty six students in one class. It was hypothesized that people who had the maturity and experience to take advantage of the experiential course would gain the most. The results show otherwise. Students who were less mature, less experienced and less likely to see the relevance of the course gained the most from it

Development of Multiple Value Orientations In Conflict Resolution Behavior: An Experiential Teaching Paradigm in Labor-Management Relations Course

The teaching of conflict management requires attention to two major aspects. First, the type of classroom climate necessary for optimal development of participants’ cognitive and behavioral skills in the context of conflict. Second, the value orientations that are to be operationalized in the conflict resolution process. This longitudinal study focuses on these two aspects of conflict resolution style development and concludes that experiential teaching design within the framework of multiple-value oriented conflict resolution behavior is a necessary condition for optimal learning

STudent Attitudes about Policy Course Simulations

The purposes of this study are (1) to describe the use of the Simulation Participation Attitude Scale (SPAS) to measure attitudes of business students toward whole enterprise simulations and (2) to examine student attitude differences associated with exposure to different simulations

Growing up morally: An experiential classroom unit on moral development

One reason why many of today’s business leaders are frequently viewed as unethical, corrupt, and corruptible is that values transmitted (implicitly) by university business education courses influence students to ignore ethics. This paper argues that to help future business leaders become more ethical, business school implicit values should reflect a more ethical direction. The present paper describes an experiential pedagogy designed to help students develop morally. It does so by asking students to: 1) participate in exercises sensitizing them to ethical issues, 2) reflect on their own ethical values and decisions they’ve made in the past that either mirror or contradict those values, 3) read about and understand moral development models, and 4) self-assess in terms of stages of their own moral development, as portrayed in the models. Qualitative and quantitative results are summarized for five separate uses of the complete pedagogy in undergraduate Social Responsibility courses at a large Midwestern university in the United States, as well as for portions of the pedagogy used in nine other classes over a 14- year period.peerReviewe

A Relative Evaluation of Experiential and Simulation Learning in Terms of Perceptions of Effected Changes in Students

The study’s purpose was to assess five teaching techniques including experiential learning and the simulation in terms of student perceptions of ability, attitude, knowledge and career goal attainment. The data was collected via an 18 item questionnaire administered to 628 students enrolled in 24 sections of nine management courses. The results indicate that some teaching styles facilitate some attitude ability and understanding changes while other teaching styles facilitate others

Predicting Simulation Performance: Differences Between Groups and Individuals

This study explored different antecedents and their relationship to simulation performance when the game was played in teams versus played by individuals. The method was for two sections of undergraduates to play a simulation in teams and two others in the same course in the same university play much of the game as individuals. The results showed that university GPA and academic major predicted performance for individual players but not for teams while carefully choosing teammates varied with performance for teams but not for individuals

Personality Development and Conflict Dynamics: An Experimental Design to Study the Effects of Teaching Methodologies on Conflict Resolution

An experimental design is proposed for analyzing personality dynamics in conflict resolution. The theoretical framework of intervention strategy and possible consequences of different techniques has been discussed in a previous paper by the authors. The purpose of this empirical investigation is to determine if some of the cognitive variables of the subjects, thrust into a learning situation which is focused substantially on conflict resolution, would be modified by the teaching- learning intervention. The teaching methodology was lecture-discussion. Pre and post measurements were taken and analyzed in relation to various personality variables. One significant pre/post change was found along with the beginning analysis of personality configuration and conflict resolution