Campus Based Students’ Perspectives on Strategic Management Simulation: A Study in Context


Business simulations are widely used in management education. However, there is no consensus on optimising their application. We explore business simulations as a dimension of a blended learning pedagogic approach in management education. We accept that few best-practice prescriptive models for the design and implementation of simulations in this context have been presented, and that there is little contemporary empirical evidence for the claims made by proponents of such models. We therefore seek to address the lacuna in the literature by considering business student perspectives on the use of simulations in management education. To do so, data was gathered from a source of 329 campus-based students over a three year period. We then intersected the available data with espoused positive outcomes made by the authors of a 7-stage prescriptive model. We find the model to be robust and offer evidence to support this position. In so doing we provide one of the few empirically based studies to support claims made by proponents of the outcomes of simulations in management education. The research should prove valuable for those with an academic interest in the use of simulations, either as a blended learning dimension or as a stand-alone business education activity. Further, the findings contribute to the academic debate surrounding the use and efficacy of simulation-based training within business and management education

Author Information
Jason Evans, Aston Business School, UK
Clive Kerridge, University of Gloucestershire Business School, UK

Paper Information
Conference: ACTC2015
Stream: e-learning and collaborative learning

This paper is part of the ACTC2015 Conference Proceedings (View)
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Posted by James Alexander Gordon