Mixing Case Method with Business Games: Student Evaluations (original) (raw)
Related papers
Cases and Business Games: The Perfect Match!
Developments in Business Simulation and …, 2006
While generally defined in opposition to each other, both Case Studies and Business Games are reported in the literature as being participant-centered learning methods. This paper, a review of literature, considers the challenge of sequencing in tandem both methods in order to explore the potential synergy generated from their combined use. While Case Studies encourage learning based on analysis and discussion of past examples from "real life" and position students as active readers of realistic stories, Business Games promote experiential and anticipatory learning based on "trial and error" decision-making where players are protagonists in managerial roles. Combining both methods may bring about a journey over time starting in the past and evolving "back to the future".
A Case-Oriented Game for Business Learning
Lecture Notes in Computer Science, 2005
This paper reports on a research project we have been conducting for two years since 2003, which aims at "integrating Case Method and Business Gaming." This research proposes a new gaming structure model. In this model, we structuralize the decision-making area of corporate managers and build a framework to implement it as a business game. The model also contains a method to quantitatively express a corporate structure which is a mixture of middle-term business policies and short-term business operations. We use this model to develop a business game that simulates a case of "Asahi Super-Dry" to demonstrate that Business Gaming is able to deal with the qualitative decision-making area, as well as the conventional quantitative operation area.
International Business Research, 2016
This research focused on three main teaching methods: case study, simulation, and management games from both theoretical as well as empirical aspects. It explores the use, the benefits, and the barriers of the mentioned teaching methods related to the main management courses from Faculty Members (FMs) perspectives. The empirical investigation was based on a survey of all business departments' faculty members. This study revealed (1) the predominant use of lecturing despite the respondents' engagement in case study, simulation, and management games. It showed that (2) the frequency use of these teaching supports was particularly related to some courses, not systematically, and depended on the faculty member (rank, experience, place of degree). Finally, (3) the main barriers preventing the FMs from using these teaching methods are associated with resources, more than risk and suitability.
Research on a Learning System toward Integration of Case Method and Business Gaming
Springer Series on Agent Based Social Systems, 2007
This paper reports on a development of business game, which aims at integrating Case Method and Business Gaming. This research proposes a new gaming structure model. In this model, we structuralize the decision-making area of corporate managers and build a framework to implement it as a business game. The model also contains a method to quantitatively express a corporate structure which is a mixture of middle-term business policies and short-term business operations. We use this model to develop a business game that simulates a case of "Asahi Super-Dry" to demonstrate that Business Gaming is able to deal with the qualitative decision-making area, as well as the conventional quantitative operation area. This paper also verifies the effectiveness of using Business Gaming in Case Study. In the experiments, undergraduate and graduate students who majors in business administration played the "Asahi Super-Dry Game", and we analyzed and evaluated the learning effects on this learning system.
Resolving the Magic Cube of Effective Case Teaching
Case Studies as a Teaching Tool in Management Education
This chapter contribution has three major aims: First, to present a benchmark of current practices of teaching with case studies in order to inform fellow scholars, who are generally interested in this particular pedagogical approach and to help those readers, who already apply case studies in their academic teaching or vocational trainings within business and management sciences. Second, to provide some help to fellow case teachers by describing concrete examples, to offer a benchmark, and to formulate advices relevant to case-based teaching. Certain sections make explicit reference to particularities or interesting trends of case-based teaching practices which are different in the CEE region and in other emerging markets. Third, to outline a new, emerging trend of participant-centered learning methods, that of serious games as a tool for leadership and management development.
Business game-based learning in management education
The book “Business Game based learning in management education” resulted from the successful MEET (Management E-learning Experience for Training secondary school students) project cofounded by the European Union under the Transfer of Innovation Programme. Business Games are a specific typology of serious games which combine business simulations and games to support management and entrepreneurial training. This volume presents the theory and teaching methodology of business games. Active learning is the foundation of business game-based learning which places learners at the centre of the educational process: the interactive nature of games stimulates learning and learning by doing through simulations prepares students to face and understand the ambiguities and uncertainties of the real working environment. With its balance of theoretical and practical content this book aims to meet the needs of lecturers and other education professionals interested in the use and development of busin...
2019
Although articulation between teaching and research is a constructive precept of Brazilian universities, there is a gap between undergraduate programs, with focus on teaching, and graduate programs, with focus on research. Considering the potential of business games for managerial education, allowing practice (under controlled risk and uncertainty) and research, within the precepts of management laboratories, it is necessary to consider the use of this methodological approach at different educational levels with the aim of integrating undergraduate and graduate students. Thus, the aim of this article is to better understand the process of integrating students of different educational levels through business games. The study is qualitative and exploratory-descriptive, based on the experience of playing a business game by undergraduate students enrolled in the discipline called “Simulated Business Management” along with graduate students enrolled in the discipline called “Management L...
2019
The academic research purpose of this paper is to investigate how teaching by the case method, as opposed to teaching business theories ex-cathedra or frontal teaching makes a positive change in the classroom in higher education institutions. The research reflects a singular longitudinal case study providing an initial point into implementation of the method. The research was conducted having in mind the outcome of actual knowledge as opposed to perceived knowledge by educators in learners. The paper sits on an amalgamation of theories backed up by empirical evidence or the moment where theory meets practice, making use of the Socratic 1 Method proposed in the new and improved classroom. Research has shown that educators are positively inclined towards this method, but there are opposing views, and the aim of this study is to suggest the measures to make this research successful. We take a close look into the transformation of the traditional instructor-based into a learner-based cl...
Integrating Theory and Practice in Education with Business Games
Informing Science: The International Journal of an Emerging Transdiscipline, 2003
The meaningful integration of theoretical knowledge and industrial practice in Masters level programmes is now more than ever vital to ensure that graduates have the required competence in IT and that they are ready to contribute to the organisations that hired them within a short timeframe. It is also crucial in ensuring ongoing industrial support for academia because Information technology (IT) is regar ed as a fundamental component in the success of organisations. This has led to a growing demand for IT specialists, sometimes with hybrid skills, to design, develop, implement, and support IT infrastures in both the public and private sectors. However, in recent years there has been a shortfall of IT graduates, wit h essential experience entering the job market. In order to keep up with demand, educational institutions must adopt innovative programmes to increase the skill-set and knowledge base of their IT graduates. One such programme, under the auspices of University College Cork, is a Masters course in Management Information and Managerial Accounting Systems (MIMAS). The programme focuses on IT to suit the needs of industry while also combining IT with other theoretical subjects like managerial accounting and the design of management control systems. One key element of the teaching experience is a business simulation where students create software companies and bid for a large scale development project. As part of this, they experience of broad range of tasks and problems inherent in commercial software development. The business game is designed to encourage students to make use of as much of the theoretical elements taught in the degree as possible and is mediated by the teaching staff through the intermediary of a purpose-designed computer system. Our experience indicates the immense value of such practical components in an IT oriented degree programme. It also shows that the application of new technology in training and education will only truly benefit students when it is associated with high qua lity material and a high degree of student motivation.