Business Simulation

Business simulation 1

Business simulationBusiness simulation is simulation used for business training or analysis. It can be scenario-based or numeric-based.Most business simulations are used for business acumen training and development. Learning objectives include:strategic thinking, financial analysis, market analysis, operations, teamwork and leadership.The business gaming community seems lately to have adopted the term business simulation game instead of justgaming or just simulation. The word simulation is sometimes considered too mechanistic for educational purposes.Simulation also refers to activities where an optimum for some problem is searched for, while this is not usually theaim of an educational game. On the other hand, the word game can imply time wasting, not taking things tooseriously and engaging in an exercise designed purely for fun. The concept of simulation gaming seems to offer theright combination and balance between the two.[1] Simulation gaming is also the term that the educational gamingcommunity has adopted.[2]

Games and business simulation gamesPartly, the terminology of business simulation games is not well established. The most common term used isbusiness game but several other terms are also in use. Here we will define the most common terms used in contextof (computer-based) business learning environments.Klabbers (1999)[3] notes that gaming is sometimes associated with something that is frivolous, just for the fun of it.This hampers its scientific endeavor and the more serious connotations of gaming in the scientific arena. The termgame is used to describe activities in which some or all of these characteristics are prominent:[4]

human, humanly controlled, opponents, whose actions have an effect upon each other and upon the environment, an emphasis on competitiveness and winning, an emphasis on pleasure, humour and enjoyment, a repetitive cycle of making decisions and encountering a result, allowing the hope of improvement and doing

better next time.Games are played when one or more players compete or cooperate for payoffs, according to an agreed set of rules.Players behave as themselves though they may well display exceptional behavior.[5] Games are social systems andthey include actors (players), rules and resources, which are the basic building blocks of social systems.[6] In eachgame, the players (actors) interact with one another, while applying different rules, and utilizing differentresources.[7]

Tsuchiya and Tsuchiya[8] note that the simulation gaming community is still struggling to establish itself as adiscipline, although 35 years have passed since the International Simulation and Gaming Association (ISAGA) wasestablished. To be a discipline, simulation gaming needs a theory, methodology, and application and validation. Ofthese, forming a theory is the most difficult challenge. Similar comments come from Wolfe and Crookall.[9]

Referring to prior research they conclude that the educational simulation gaming field has been unable to create agenerally accepted typology, let alone taxonomy, of the nature of simulation gaming. According to them this isunfortunate because the basis of any science is its ability to discriminate and classify phenomena within its purview,based on underlying theory and precepts. Without this, the field has been stuck, despite its age, at a relatively lowlevel of development.In most cases, the terms business (simulation) game and management (simulation) game can be used interchangeably and there is no well-established difference between these two terms. Greenlaw et al.[10] determine a business game (or business simulation) as a sequential decision-making exercise structure around a model of a business operation, in which participants assume the role of managing the simulated operation. The descriptions given for a management game, for example, by Forrester[11] and Naylor[12] do not differ from the previous. However, Elgood[13] determines that in a management game profit is not the dominant measure of success. Keys and


Wolfe[14] define a management game as a simplified simulated experiential environment that contains enoughverisimilitude, or illusion of reality, to include real world-like responses by those participating in the exercise.Gredler[15] divides experiential simulations into the following four categories:1.1. Data management simulations,2.2. Diagnostic simulations,3.3. Crisis management simulations, and4.4. Social-process simulations.Business simulation games are most often of the first kind. A participant in a data management simulation typicallyfunctions as a member of a team of managers or planners. Each team is managing a company allocating economicresources to any of several variables in order to achieve a particular goal.Business strategy games are intended to enhance students decision-making skills, especially under conditionsdefined by limited time and information.[16] They vary in focus from how to undertake a corporate takeover to howto expand a companys share of the market. Typically, the player feeds information into a computer program andreceives back a series of optional or additional data that are conditional upon the players initial choices. The gameproceeds through several series of these interactive, iterative steps. As can be noted, this definition does not considercontinuous (real-time) processing an alternative.In business simulation games players receive a description of an imaginary business and an imaginary environmentand make decisions on price, advertising, production targets, etc. about how their company should be run. Abusiness game may have an industrial, commercial or financial background (Elgood, 1996). Ju and Wagner[17]

mention that the nature of business games can include decision-making tasks, which pit the player against a hostileenvironment or hostile opponents. These simulations have a nature of strategy or war games, but usually are veryterse in their user interface. Other types of managerial simulations are resource allocation games, in which the playeror players have to allocate resources to areas such as plant, production, marketing, and human resources, in order toproduce and sell goods.According to Senge and Lannon[18] in managerial microworlds like business simulation games unlike in theactual world, managers are free to experiment with policies and strategies without fear of jeopardizing the company.This process includes the kind of reflection and inquiry for which there is no time in the hectic everyday world.Thus, Senge and Lannon argue, managers learn about the long-term, systemic consequences of their actions. Such"virtual worlds" are particularly important in team learning. Managers can learn to think systemically if they canuncover the subtle interactions that thwart their efforts.Naylor[19] in 1971 gives quite a detailed view of the contents, structure, and operating of management games. Today, this description by Naylor is still valid for most of the business simulation games. Business simulation games are built around a hypothetical oligopolistic industry consisting of three to six firms, whose decision-makers or managers are the participants of the game. Each firm or team is allocated a specific amount of resources in the form of cash, inventories, raw materials, plant and equipment, and so forth. Before each operating period the players make decisions. Naylor mentions that these decisions can concern, e.g., price, output, advertising, marketing, raw material acquisition, changes in plant capacity, and wage rate. This information is read into a computer that has been programmed on the basis of a set of mathematical models that provide a link between the operating results and operating decisions of the individual firms, as well as the external environment (the market). On the basis of (a) a set of behavioral equations, such as demand and cost functions, and a set of accounting formulas that have been programmed into the computer, and (b) the individual decisions of each firm, operating results are generated by the computer in the form of printed reports for example, profit and loss statements, balance sheets, production reports, sales reports, and total industry reports at the end of each operating period. Usually the environment can be changed by the administrator of the game by altering the parameters of the operating characteristics of the game. In each case, the firms find it necessary to react according to the magnitude and the nature of the change imposed by the external environment. Naylor mentions that some of the more complicated and more realistic games even permit


multiple products, plants, and marketing areas, stochastic production periods, stochastic demand, labor negotiations,and the sale of common stock. For more information about this topic see Lainema (2003).[20]

HistoryThe first use of games for education and development was the war game simulations in China in about 3,000 B.C.These games bore a vague similarity to the early 17th century chess.[21] In the Western world, war games date backto at least the German Kriegspiel of the mid-nineteenth century (Faria and Diskinson).[22] Faria and Dickinson notethat different war games have also been conducted in Japan before the Second World War and war games have beenlong used by the British and the Americans to test battle strategies. Military officers trained with war games in the1930s and 1940s started to use their military training to manage civilian businesses. Some of the business gameevolution can be traced to a 1955 Rand Corporation game, which simulated the U.S. Air Force inventorymanagement within its supply system.[23] Greenlaw et al.[24] state that business simulation exercises may beconsidered an outgrowth of earlier developments in three fields: military war gaming, operations research, andeducational role-playing.According to Naylor,[25] the use of games in business and economics goes back to 1956 when the AmericanManagement Association developed the first so-called management decision-making game, called the TopManagement Decision Game. Faria and Dickinson and Greenlaw et al. also find this the first widely known businessdecision-making simulation, although Greenlaw et al. date the origin of the game to 1957 and further specify that itwas the first non-military competitive business game. Greenlaw et al. note that the Top Management DecisionSimulation stimulated the design and use of dozens of other games. In this simulation five teams of players operatedfirms competing in a hypothetical, one-product industry. Teams made quarterly decisions covering price, productionvolume, budgets, research and development, advertising, and sales force and could request selected marketingresearch information. During the period 1955-1957 only one or two new games appeared each year (Faria, 1990).[26]

A rapid growth in the number of business games occurred over the years from 1958 to 1961. Greenlaw et al. hadmade a summary of some business games available by the beginning of the 1960s. The summary includes 89different business games or different versions of a certain business game developed by industrial firms, businessassociations, educational institutes, or governmental units. Naylor[27] mentions already in 1971 that hundreds ofmanagement games have been developed by various universities, business firms, and research organizations. Thesemanagement games have been used both for research purposes and for training people in diverse disciplines such asmanagement, business operation, economics, organization theory, psychology, production management, finance,accounting, and marketing. Also Faria (1990) and Dickinson note that the number of simulation games grew rapidlyin the 1960s. McRaith and Goeldner[28] list 29 marketing games, of which 20 had been developed by business firmsand nine by academians for university teaching. In 1969 Graham and Gray[29] listed nearly 200 business games ofdifferent varieties. Horn and Cleaves[30] provided a description of 228 business games. Faria (1989)[31] mentions thatover 200 simulations were in use in the USA in over 1,700 business schools. Overall, taking advantage of computergames in education increased enormously through the 1960s to the 1980s, see for example Ju and Wagner.[32]

At the end of the 1980s Faria (1990) estimated that there were approximately 228 games available in the USA, andthat there were around 8,500 instructors using business games. At that point Faria also believes that there is a largeand growing number of business schools instructors and business firm users of simulation games. Still, Fariaestimated that only 12.5% of all US business firms with training and development managers used computerizedbusiness games.The penetration of business gaming in academia is fuelled by the following factors:[33] the increase in studentnumbers, the increase in new courses, increased adoption of methods supporting diverse learning styles, and theincreasing availability of technology. Dickinson and Faria[34] state that in US over 200 business games are beingused by nearly 9,000 teachers at over 1,700 colleges offering business programmes.


Larsen and Lomi[35] describe the shift of the objectives of management gaming. They state that until the early 1980ssimulation was used to forecast the behavior of a variety of sub-system level variables, ranging from the cash flowand financial performance of a company, to the inflation and unemployment rates of an economy. They state further,that during the last 15 years a new way of thinking about simulation emerged. Instead of focusing on predicting,simulation progressively became a tool to help management teams understand their company and industrysproblems and opportunities. Simulations could prepare for the future and reduce the sensitivity of possible strategiesto changes in alternative frames of reference or mental models. Larsen and Lomi further note, that the emphasis ofcomputer-based simulation models has shifted:1.1. from predicting the future, to understanding how multiple possible futures might be linked to decisions and

actions that must be taken today, and2.2. from designing the best strategy, to analyzing how robust our preferred strategy would be under different

assumptions about how the future might unfold, or about how the past actually produced the events that weperceive.

In the late 1990s, training and consulting companies began designing and customizing business simulations forindividual companies to augment their corporate leadership development programs. The business simulations oftenfocused on strategy and business acumen. The business simulations allowed participants to test theirdecision-making skills, make mistakes, and safely learn from their experience. Some refer to this type of employeeeducation as "experiential learning." By 2000, business simulations were available that blended the traditionalbusiness acumen (financial) skills with the softer - interpersonal - skills required for effective leadershipdevelopment.

Scenario simulationsIn a business game or business simulation game, a scenario is played out in a simulated environment and the learneror user is asked to make individual or team based decisions on how to act in the simulations. Often multiple choicealternatives are used and the scenario is played out following a branching tree based on which decisions the learnermakes. Throughout or at certain intervals feedback is provided. These are similar to role-play simulations.

Numeric simulationsA numeric simulation can mimic a whole company on a high level or it can be more detailed and mimic specificorganizational units or processes. In a numeric simulation the learner or user makes decisions by pulling levers anddialers as well as through inputting numbers. The decisions are processed and the outcomes are calculated andshown in reports and graphs, e.g. price and volume as well as number of employees can be decisions and theoutcome can be viewed in e.g. an income statement, a balance sheet and a cash flow statement. Feedback is giventhroughout the simulation or at certain intervals, such as when a year has passed. Many numeric business simulationsinclude elements of competition against other participants or against computer generated competitors.

Types of Business Simulation GamesBusiness simulation games can be classified according to several properties. The first taxonomies were introducedalready in the beginning of the 1960s (see e.g. Greenlaw et al., 1962). Here we introduce the taxonomy fromBiggs,[36] which is practically identical with the taxonomy from Greenlaw et al.


Dimension Description of alternatives

Functional or Totalenterprise

Designed to focus specifically on problems of decision-making as seen in one functional area; OR Designed to giveparticipants experience in making decisions at a top executive level and in which decisions from one functional areainteract with those made in other areas of a firm.

Competitive orNon-competitive

Whether the decisions or participants influence the results of other participants or not.

Interactive orNoninteractive

In an interactive game participants respond to the questions at the computer, receive an immediate response, and thensubmit additional decisions. In a noninteractive game decisions are submitted to the game administrator.

Industry specific orGeneric

In an industry specific game the authors attempt to replicate closely the actual industry. In generic games only generalbusiness relationships are replicated.

Played by Individualsor by Teams

Deterministic orStochastic

The stochastic alternative is probabilistic, including chance elements.

Degree of complexity Two dimensions of complexity: (a) game decision input variable complexity, (b) the computer model complexity

The time periodsimulated

E.g. day/week/quarter/year

The simulation gaming processBusiness simulation game developers regard their artifacts to be learning environments. When arguing for this, theymost often refer to David A. Kolb's influential work in the field of experiential learning.[37] During the last decadesalso ideas from constructivism have influenced the learning discussion within the simulation gaming field.[38] Theactivities carried out during a simulation game training session are:[39]

Theoretical instruction: the teacher goes through certain relevant aspects of a theory and participants canintervene with questions and comments.

Introduction to the game: the participants are told how to operate the computer and how to play the game. Playing the game: participants get the opportunity to practice their knowledge and skills by changing different

parameters of the game and reflecting on the possible consequences of these changes. Permanent contact with theparticipants is advisable, as well as keeping the training going to maintain a positive atmosphere and to securethat the participants feel engaged.

Group discussions: Each of the participants is given a possibility to present and compare their results from thegame with the results of others. The participants are encouraged to present their results to others. The teachershould continually look for new ways of enriching the discussions and to help the participants to find theconnection between the game results and the problems in real world. The quality of this group discussion plays arelevant role in the training as it will affect the participants transfer of knowledge and skills into the real world.

The last phase in the list above is usually called debriefing. Debriefing is the most important part of thesimulation/gaming experience.[40] We all learn from experience, but without reflecting on this experience thelearning potential may be lost. Simulation gaming needs to be seen as contrived experiences in the learning cycle,which require special attention at the stages of reflection and generalization.[41]

Thiagarajan[42] lists six phases of debriefing, presented as a flexible suggestion and not as rigid requirements:1.1. How do you feel? Gives the participants an opportunity to get some of their strong feelings about the simulation

game off their chest.2.2. What happened? Makes it possible for the participants to compare and to contrast participant recollections and to

draw some general conclusions during the next phase.


3.3. What did you learn? Encourage the generation and testing of different hypotheses. Ask the participants to comeup with general principles based on their experiences from the game and to offer evidence to support or to rejectthe principles.

4. How does this relate to the real world? Encourage a discussion of the relevance of the game to the participantsreal world workplace.

5. What if? Encourage the participants to apply their insights to new contexts.6.6. What next? Participants use their insights to come up with strategies for the simulation game and for the

workplace.Van Ments[43] notes that the aim of debriefing is to: deal with factual errors and to tie up loose ends (includingscoring); draw out general conclusions about the session; and deduce general lessons which can be extrapolated tothe real world. Furthermore, the participants should not be allowed to conclude what was learned without receivingfeedback (Gentry, 1990).[44] The participants need to articulate their perception of what was learned, and theinstructor needs to put things into a broader perspective. Gentry also expresses that process feedback is much morevaluable than outcome feedback. As games are less-than-perfect representations of the real world, it should be thedecision process used that needs to be applauded or critiqued, not the gaming outcome.

References[1] Lainema (2003). Enhancing Organizational Business Process Perception Experiences from Constructing and Applying a Dynamic Business

Simulation Game. Turku School of Economics, Series A-5:2003. ISBN 951-564-139-X. Online: http:/ / info. tse. fi/ julkaisut/ vk/ Ae5_2003.pdf

[2][2] Greenblat, Cathy Stein (1988). Designing Games and Simulations: An Illustrated Handbook. Sage Publications, Newbury Park[3] Klabbers, Jan H. G. (1999). Three Easy Pieces: A Taxonomy of Gaming. In Saunders, Danny and Severn, Jackie (eds.) The International

Simulation & Gaming Research Yearbook: Simulations and Games for Strategy and Policy Planning. Kogan Page, London, pp. 16-33[4][4] Elgood, Chris (1996). Using Management Games. 2nd edition, Gower Press, Aldershot, Hampshire, England[5] Jaques, David (1995). Games, Simulations and Case Studies A Review. In Saunders, Danny (ed.) The Simulation and Gaming Workbook

Volume 3: Games and Simulations for Business. Kogan Page, London, pp. 21-38[6] Klabbers, Jan H. G. (2001). Bridging information & knowledge society: potentials of gaming. In Rahnu, L. (ed.) Bridging the Information

and Knowledge Societies. Tartu University Press, Tartu, Estonia[7][7] Klabbers, Jan H. G. (2003). Interactive Learning of What? In Percival, Godfrey, Laybourn and Murray (eds.) The International Simulation

and Gaming Yearbook, Vol. 11, pp. 257-266. Napier University, Edinburgh, Scotland[8] Tsuchiya, Tomoaki and Tsuchiya, Shigehisa (1999). The Unique Contribution of Gaming/Simulation: Towards Establishment of the

Discipline. In Saunders, Danny and Severn, Jackie (eds.) The International Simulation & Gaming Research Yearbook: Simulations and Gamesfor Strategy and Policy Planning. Kogan Page, London, pp. 46-57

[9] Wolfe, Joseph and Crookall, David (1998). Developing a Scientific Knowledge of Simulation/Gaming. Simulation & Gaming, Vol. 29, No. 1,pp. 7-19

[10][10] Greenlaw, Paul S., Herron, Lowell W. and Rawdon, Richard H. (1962). Business Simulation in Industrial and University Education.Prentice-Hall, Inc., Englewood Cliffs, N.J.

[11] Forrester, Jay W. (1961). Industrial Dynamics. The M.I.T. Press, Massachusetts Institute of Technology and John Wiley & Sons, Inc., NewYork, London

[12] Naylor, Thomas H. (1971). Computer Simulation Experiments with Models of Economic Systems. John Wiley & Sons, Inc, New York[13][13] Elgood, Chris (1996). Using Management Games. 2nd edition, Gower Press, Aldershot, Hampshire, England[14][14] Keys, Bernard and Wolfe, Joseph (1990). The Role of Management Games and Simulations in Education and Research. Journal of

Management, Vol. 16, No. 2, pp. 307-336[15] Gredler, Margaret E. (1996). Educational Games and Simulations: A Technology in Search of a (Research) Paradigm. In Jonassen, David H.

(ed.) Handbook of Research for Educational Communications and Technology. Simon & Schuster Macmillan, New York.[16][16] Whicker, Marcia Lynn and Sigelman, Lee (1991). Computer Simulation Applications, An Introduction. Sage Publications, London[17][17] Ju, Edward and Wagner, Christian (1997). Personal Computer Games: Their Structure, Principles, and Applicability for Training. The

DATA BASE for Advances in Information Systems, Vol. 28, No. 2, pp. 78-92[18][18] Senge, P. M. and Lannon, C. (1997). Managerial Microworlds. Technology Review, Vol. 93, Issue 5, pp. 62-68[19] Naylor, Thomas H. (1971). Computer Simulation Experiments with Models of Economic Systems. John Wiley & Sons, Inc, New York[20] Lainema (2003). Enhancing Organizational Business Process Perception Experiences from Constructing and Applying a Dynamic

Business Simulation Game. Turku School of Economics, Series A-5:2003. ISBN 951-564-139-X. Online: http:/ / info. tse. fi/ julkaisut/ vk/Ae5_2003. pdf


[21][21] Keys, Bernard and Wolfe, Joseph (1990). The Role of Management Games and Simulations in Education and Research. Journal ofManagement, Vol. 16, No. 2, pp. 307-336

[22][22] Faria, A. J. and Dickinson, John R. (1994). Simulation Gaming for Sales Management Training. Journal of Management Development, Vol.13, No. 1, pp. 47-59

[23][23] Jackson, J. R. (1959). Learning from Experience in Business Decision Games. California Management Review, Vol. 1, No. 2, pp. 92-107[24][24] Greenlaw, Paul S., Herron, Lowell W. and Rawdon, Richard H. (1962). Business Simulation in Industrial and University Education.

Prentice-Hall, Inc., Englewood Cliffs, N.J.[25] Naylor, Thomas H. (1971). Computer Simulation Experiments with Models of Economic Systems. John Wiley & Sons, Inc, New York[26][26] Faria, Anthony J. (1990). Business Simulation Games after Thirty Years: Current Usage Levels in the United States. In Gentry (ed.) Guide

to Business Gaming and Experiential Learning. Nichols/GP, London, pp. 36-47[27] Naylor, Thomas H. (1971). Computer Simulation Experiments with Models of Economic Systems. John Wiley & Sons, Inc, New York[28][28] McRaith, J. R., and Goeldner, C. R. (1962). A Survey of Marketing Games. Journal of Marketing, Vol. 26, No. 3[29][29] Graham, R. G., and Gray, C. F. (1969). Business Games Handbook. American Management Association, New York, NY[30][30] Horn, R. E., and Cleaves, A. (1980). The Guide to Simulation/Games for Education and Training. Sage Publications, Beverly Hills, CA[31][31] Faria, A.J. (1989). Business Gaming: Current Usage Levels. Management Development Review, Vol. 8, No. 2, pp. 58-66[32][32] Ju, Edward and Wagner, Christian (1997). Personal Computer Games: Their Structure, Principles, and Applicability for Training. The

DATA BASE for Advances in Information Systems, Vol. 28, No. 2, pp. 78-92[33] Burgess, Thomas F. (1995). Strategy Support during a Business Game using an Expert System. In Saunders, Danny and Severn, Jackie

(eds.) The International Simulation & Gaming Research Yearbook: Simulations and Games for Strategy and Policy Planning. Kogan Page,London, pp. 87-101

[34][34] Dickinson, John R. and Faria, A. J. (1995). Simulation Gaming for Sales Management Training and a Demonstration. In Saunders, Danny(ed.) The Simulation and Gaming Workbook Volume 3: Games and Simulations for Business. Kogan Page, London, pp. 99-109

[35] Larsen, Erik and Lomi, Alessandro (1999). System Dynamics and the New Technology for Organizational Decisions: From Mapping andSimulation to Learning and Understanding. European Management Journal, Vol. 17, No. 2, pp. 117-119

[36][36] Biggs, William D. (1990). Introduction to Computerized Business Management Simulations. In Gentry (ed.) Guide to Business Gaming andExperiential Learning. Nichols/GP, London, pp. 23-35

[37][37] Kolb, David (1984). Experiential Learning: Experience the Source of Learning and Development. Prentice-Hall, Inc, Englewood Cliffs[38] Lainema, T. (2009). Perspective Making Constructivism as a Meaning Structure for Simulation Gaming. Simulation & Gaming: An

Interdisciplinary Journal of Theory, Practice and Research, Vol. 40, No. 1, pp. 48-67[39][39] Villegas, Jaime (1997). Simulation Supported Industrial Training: A Method for Increasing the Competence of People in Companies.

Saunders, Peter and Cox, Benita (eds.) The International Simulation and Gaming Yearbook, Volume 5: Research into Simulations inEducation. Kogan Page, London, pp. 144-164

[40][40] Crookall, David (1995). Preface: Debriefing the Profession and Professionalizing Debrifing. In Saunders, Danny (ed.) The Simulation andGaming Workbook Volume 3: Games and Simulations for Business. Kogan Page, London, pp. 7-12

[41] Jaques, David (1995). Games, Simulations and Case Studies A Review. In Saunders, Danny (ed.) The Simulation and Gaming WorkbookVolume 3: Games and Simulations for Business. Kogan Page, London, pp. 21-38

[42][42] Thiagarajan, Sivasailam (1995). Guidelines for Conducting a Debriefing Session and for Developing a Debriefing Guide. In Saunders,Danny (ed.) The Simulation and Gaming Workbook Volume 3: Games and Simulations for Business. Kogan Page, London, pp. 43-49

[43][43] van Ments, Morry (1996). Role Playing: Playing a Part or a Mirror to Meaning. In Saunders, Percival and Vartiainen (eds.) The Simulationand Gaming Workbook Volume 4: Games and Simulations to Enhance Quality Learning. Kogan Page, London

[44][44] Gentry, James W. (1990). What is Expeiential Learning? In Gentry (ed.) Guide to Business Gaming and Experiential Learning. Nichols/GP,London, pp. 9-20

External links Association of Business Simulations and Experiential Learning (ABSEL) list of games (http:/ / absel. org/

Packages/ packages. html) American Economic Association (AEA) list of Tutorials, Exercises and Games (http:/ / rfe. org/ showCat.

php?cat_id=95)

Article Sources and Contributors 8

Article Sources and ContributorsBusiness simulation Source: http://en.wikipedia.org/w/index.php?oldid=599289299 Contributors: Altenmann, BillArmitage, Blanchardb, Busy Stubber, Caitlin Timms, CleosieKirkland, Cnwb,Cone009jr, Dina, E Wing, EyalBrill, Favonian, Frecklefoot, Gracefool, Griffinofwales, Guy.other, Imrum, Jim1138, Jlefebvre, Jupiterinteractive, Jwcga, KenFehling, Larlin, Lennartsvanberg,Letsgo4114, Maverick Leonhart, Micru, Mifter, MrOllie, MuffledThud, Nabeth, Nakon, Peterrobertcardwell, QETUOUK, Randomran, Rommin, Shadowyblade, Stevencgold, Stratx, Tenleyo,Tlainema, Vegaswikian, Virtonomics, Wackymacs, Weaselboy246, Whpq, Wiki simulation, Zennie, 40 anonymous edits

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