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Do they know what they think they know?
Using simulations in the online MBA to reveal gaps and build integrated decision-making skills
Photo by Suad Kamardeen on Unsplash
John Kraft, PhDDean and ProfessorWarrington College of Business, University of Florida
Tawnya Means, PhDAssistant Dean and Director, Teaching & Learning CenterCollege of Business, University of Nebraska-Lincoln
[email protected] @Tawnya_Means
Agenda
Why use simulations
Simulations used at Florida and Nebraska
Information and teaching tips about the added materials and activities that
enhance the simulation
Grading and feedback provided
to students
Benefits students gain from the
simulation experience
Data collected that can be used for assessment and
assurance of learning
Prepare students to engage and learn in a safe environment
Bridging the Knowing-Doing Gap
https://flic.kr/p/EK9mrY
“…where all the women are strong, all the men are good looking, and all the children are above average…”
The Knowing-Doing Gap
“…where all the women are strong, all the men are good looking, and all the children are above average…”
The Knowing-Doing Gap
Prepare students to engage and learn in a safe environment
https://flic.kr/p/prtMvY
Bridging the Knowing-Doing Gap
Traditional ExamsMultiple guess, “Christmas tree” option, three scantrons and a cloud of
dust…
Requires a process of transformation
Make Learning Meaningful
https://flic.kr/p/oERppQ https://flic.kr/p/94m8ws Photo by Paweł Furman on Unsplash
Do it, think about it, what does it all mean, plan what to do more…
Kolb’s Cycle of Learning
Integration• Knowledge• Activity• Reflection
Cycle• Concrete experience• Reflective observation• Abstract conceptualism• Active experimentation• Rinse and repeat
Experiential Learning Defined
…any learning that supports students in applying their knowledge and conceptual understanding to real-world problems or situations where the instructor directs and facilitates learning. The classroom, laboratory, or studio can serve as a setting for experiential learning through embedded activities such as case and problem-based studies, guided inquiry, simulations, experiments, or … projects (Wurdinger & Carlson, 2010).
https://facultyinnovate.utexas.edu/teaching/strategies/overview/experiential-learning
Course-related Experiential Learning Types
Cases
• Mini vs. full vs. live
• Discussion vs. presentation
In-class Exercises
• Content-focus vs. Mindset-focus
• Single- vs. multi-session
Videos & Movies
• YouTube• Hollywood• TedX• Student
created
Role Plays / Negotiations
• Students w/expert(s)
• Students w/ faculty
• Faculty alone• Student to
student
Class Projects
• Company analyses
• Plans / Feasibility studies
• Market / Field research
• Develop product, model, concept, etc.
• Interviewing• Consulting
Simulations
• Single- vs. multi-session
• Live vs. online• Individual vs.
team
Other Games / Competitions
• Popular game based (Monopoly)
• TV games (Jeopardy, Who wants to be a millionaire?)
• Investment, stock market based competition (Fantasy stocks)
• Concept pitch (Shark Tank)
Exams
• Case / Context -related
• In class vs field
• Written / oral / video
• Professor vs student created
Reflection
• Diaries / journal
• Reflection paper / video / recordings
Benefits of Experiential LearningBy engaging in formal, guided, authentic, real-world experiences, individuals:• deepen their knowledge through repeatedly acting and then
reflecting on this action,• develop skills through practice and reflection,• support the construction of new understandings when placed in
novel situations, and• extend their learning as they bring their learning back to the
classroom.https://facultyinnovate.utexas.edu/teaching/strategies/overview/experiential-learning
Change the assessment to match reality
Make Learning Real
https://flic.kr/p/MQi3ZPhoto by Patrick Schneider on Unsplash
Integrated decision-making is learning by doing
Simulations
No one size fits all…
Bridging the Gap
Photo by Cody Hiscox on Unsplash Photo by Ijaz Rafi on Unsplash Photo by Pedro Mac on Unsplash
Companies: Simulations
MarketplaceNumerous simulations
International Corporation Management
Conscious Capitalism
CapsimSeveral options
CapstoneGlobal DNA
CesimGlobal Challenge
CapsimCore
Capstone
GlobalDNA
CompXM
TeamMate
Wide Range of Applications• Part of regular course:
• Strategy• International Business• Entrepreneurship
• Capstone Experience• Tournament• Length of term:
• Semester (15 weeks)• Quarter (10 weeks)• Module (6-7 weeks)• One Week• Tournament
• Various levels:• Undergraduate• Honors• Graduate• Executive education
• Groups• Individual (footrace)• Teams• Competitive
Preparing students to engage in a safe environment
Bridging the Knowing-Doing Gap
https://flic.kr/p/dusdNMhttps://flic.kr/p/7srqQB
Optimal Number of Rounds
Simulation RoundsInternational Corporate Management 8Conscious Capitalism 6Global DNA 6-7Capstone 6-7Global Challenge 6-8
Launching students on the path
Support Resources and Outreach
Announcements
Videos
Training tutorial
eText
Outreach
Communication and support are key
Helping Students Succeed
Targeted messages
Discussions
Go beyond the simulation to review, extend, and integrate reflection
Support Resources and Outreach
Concepts and Context Cases:• Bring in the Bots• Give me a High End Product• Porter’s 5 Forces• Surviving the Downturn• We’re Moving!
Go beyond the simulation to review, extend, and integrate reflection
Support Resources and Outreach
It probably is not fair to say this wasn’t discussed in the course material (the book was rather thorough), but the need for flexibility to adjust your strategy as the market develops was a strong lesson learned. The book talks about this from the standpoint of a SWOT analysis, 5 forces, PESTLE, etc. and the simulation served as a lesson in selecting a strategy and following through on the steps to carry it out successfully. But a management team needs to be able to identify when a strategy is not working as intended and make the minor (or possibly major if it is really bad) changes to ensure the ship stays on course. A good strategy is as much dependent on the external environment as it is on internal choices and capabilities.
The simulation was a great way to end the MBA program because it tied many things together. This took all of the core-class course content from paper to more of a real-life example of how everything fits and works together.
Feedback leads to learning and growth
Scoring and Feedback
Simulation as a part of overall course grade
Scoring and Weight
Student UnderstandingThe simulation really brought course materials to life. Never before in my MBA did I understand the relationship between major functions of a business so clearly. We saw first-hand how tricky it is to time R&D so that a product arrives at the same time as a competitor’s. We saw how difficult it is to decide whether to reposition an old product or simply introduce a brand new one. Foremost however, we clearly understand how forecasting is the cornerstone of any business. Running a business, frankly, would be very easy if demand were constant and management possessed perfect information about its’ customers. This desire for information about customer behavior is what drives the advertising and data gathering by so many companies. And now I understand more fully why.
Use the data
Bridging the Knowing-Doing Gap
Photo by Jack Anstey on UnsplashPhoto by Silas Baisch on Unsplash
Course Level Foundation Capstone GlobalDNA CompXM TeamMATE CapsimCore
Strategic Management Undergraduate ✔ ✔
International Business Undergraduate ✔ ●
Global Strategic Management
Graduate (Online MBA) ✔ ✔ ✔
Global Strategic Management Graduate (MS MGT) ✔ ✔ ✔
Business Policy Graduate (Engineering) ✔ ✔ ✔
Capstone Project Course Graduate (MS IB) ✔ ✔ ✔
Principles of Finance Undergraduate ●
Principles of Marketing Undergraduate ●
The lay of the land
Implementing Simulations on a Large Scale
KEY: ✔ = implemented; ● = planned i l t ti
Learning Goal MBA MS Int’l Bus. MS Mgmt BSBA
Demonstrate competency across business disciplines
Capstone/Comp-XM N/A GlobalDNA/Comp-XM Foundation/GlobalDNA
Demonstrate teamwork and leadership skills TeamMATE TeamMATE N/A N/A
Demonstrate critical thinking Capstone/Comp-XM GlobalDNA/Comp-XM GlobalDNA/Comp-XM N/A
Possess effective communication skills Comp-XM/Capsim360 Comp-XM/Capsim360 Comp-XM/Capsim360 Comp-XM
Possess a global perspective on business N/A GlobalDNA/Comp-XM N/A GlobalDNA
Apply appropriate problem-solving and decision-making skills (UG only) N/A N/A N/A Foundation/GlobalDNA
Appreciate the ethical aspects of business (UG only) N/A N/A N/A Comp-XM
Understand the principles of groups, teams, managers, and leaders (UG only) N/A N/A N/A TeamMATE
Matching the assessment to student learning goals
Assessment to Goals
Blue = currently used; Green = available to use; N/A = not applicable to program
Goal Description Average
Analytical and/or QuantitativeDemonstrating proficiency in areas such as statistical and other
mathematical techniques, data analysis, and quantitative modeling of business-related information.
76%
Critical-thinking and/or Decision-making
Demonstrating proficiency in areas such as complex problem solving, logical reasoning, and idea generation for making
business-related decisions.75%
Functional Knowledge Application
Demonstrating proficiency in the functional areas of business, such as finance, accounting, marketing, operations, and human resources, as well as the capacity to synthesize and apply this
functional knowledge.
76%
Crunching the numbers
Data Analysis
Crunching the numbers
Data Analysis
• Requires continual commitment to change in:• Curriculum• Faculty development and support• Student development and support• Administrative and staff• Resources
• Coordinate these efforts against an institutional vision• Requires evaluation of current structures and processes, longitudinal data,
changing to a learner-centered institution, continual inquiry and improvement, stakeholder conversations
Institutional change…
What Can We Do?
Kolb, Alice Y., and David A. Kolb. "Learning styles and learning spaces: Enhancing experiential learning in higher education." Academy of management learning & education 4.2 (2005): 193-212.
• What one thing would you like to try?• What is stopping you?• What is the path forward?• Where can you get help?
Starting the conversation
How will you bridge the gap?
Questions and comments
Contact
John Kraft, PhDDean and ProfessorWarrington College of Business, University of Florida
Tawnya Means, PhDAssistant Dean and Director, Teaching & Learning CenterCollege of Business, University of Nebraska-Lincoln
[email protected] @Tawnya_Means
