{"id":407,"date":"2024-11-26T08:10:11","date_gmt":"2024-11-26T08:10:11","guid":{"rendered":"https:\/\/blogs.gre.ac.uk\/sebe\/?p=407"},"modified":"2024-12-03T13:32:45","modified_gmt":"2024-12-03T13:32:45","slug":"exploring-simulation-based-learning","status":"publish","type":"post","link":"https:\/\/blogs.gre.ac.uk\/sebe\/exploring-simulation-based-learning\/","title":{"rendered":"Exploring Simulation-Based Learning: Enhancing Experiential Education and Nurturing Transferable Employability Skills"},"content":{"rendered":"\n

Andrew Wilson<\/strong><\/p>\n\n\n\n

In today’s rapidly evolving business environment, bridging the gap between academic theories and real-world practices is more critical than ever. There has been a gradual shift from graduate employers where they not only expect good honours, but also experienced graduates within their respective fields. For this reason, my exploration and use of experiential learning and role play, via the use of a business simulation, has yielded great success. The pedagogy can be defined as a method that allows a student to mimic a role and immerse themselves within the scenarios, perspectives, and skills in a safe and fun environment (Chen & Martin, 2015). As an educator at Manchester Metropolitan University, I’ve seen first-hand how traditional teaching methods, while still valuable, often fall short of fully preparing students with the vast armoury of professional skill sets needed to combat the dynamic challenges they will face in their professional lives. This insight led us to explore more innovative approaches, one of which is the incorporation of simulation-based learning into our curriculum. Specifically, we incorporated Evolution, a business simulation supplied by Simventure<\/a> into our one-year MSc Management programme’s dissertation unit, transforming the educational experience from a theoretical exercise into a practical, immersive learning journey.<\/p>\n\n\n\n

Setting the Context<\/strong><\/strong><\/p>\n\n\n\n

Traditional dissertations typically emphasise theoretical research and analysis, offering students a chance to delve deeply into specific academic topics. Whilst this approach still possesses relevance and value, it misses the opportunity to embed an immersive learning opportunity for students to experience a multitude of transferable skills that are attractive to graduate employers. Additionally, the traditional didactive approach can often create barriers to developing those crucial transferable employability skills (Brown, Robson & Charity, 2020). To combat this, in our MSc Management programme, we chose to diverge from this norm by providing students with an opportunity to apply business concepts in real-time scenarios. This shift from a purely academic focus to a practical, hands-on learning approach not only deepens students’ understanding of business dynamics but also equips them with tangible skills and experiences that are directly transferable to the workplace, enhancing their employability and readiness for real-world challenges.<\/p>\n\n\n\n

Role Play and Real-Time Decision Making in Simulation-Based Learning<\/strong><\/strong><\/p>\n\n\n\n

One of the most significant advantages that became obvious when using a business simulation is its ability to use role-play pedagogy to offer opportunities to immerse students in real-time decision-making. Such benefits provide the opportunity for students to sharpen their cognitive, behavioural and affective decision making skills (Vlachopoulos & Makri, 2017). Due to the students operating within simulation environment, students were able to adopt and act out various roles within a company, such as CEO, marketing director, operations manager, or financial controller. This role-playing aspect is crucial because it allows students to experience the responsibilities and pressures associated with different business functions.<\/p>\n\n\n\n

By stepping into these roles, students gain a holistic understanding of how different departments interact and contribute to the overall success of a business (Huang, Silitonga & Wu, 2022). The students learnt to appreciate diverse perspectives, enhancing their empathy and communication skills, key soft skills in any professional setting. For instance, a student acting as the CEO must make strategic decisions while considering the input and impact on all departments, fostering a comprehensive strategic mindset.<\/p>\n\n\n\n

Another key benefit that the simulation environment allows for is real-time decision-making, where students can see the immediate effects of their choices. Admittedly, this can be something that often lacks in a one-year postgraduate taught programme. However, this aspect of the simulation is particularly beneficial because it mirrors the fast-paced and dynamic nature of the business world and again provides a remedy to the pitfalls of didactive learning that is often-present in one-year masters programmes.  Our students learned to analyse situations quickly, make informed decisions, and adapt to changing circumstances, all critical skills for thriving in today’s business landscape. The ability to experiment with different strategies and see their outcomes without real-world consequences encourages innovation and risk-taking, essential traits for future business leaders.<\/p>\n\n\n\n

Due to our student cohort being of a diverse background both culturally, academically and levels of industry experience, the use of a simulation allowed for a controlled learning environment where specific learning outcomes can be targeted and assessed systematically. Simultaneously, it allowed for development of soft skills such as  gender, ethno-cultural appreciation and how the style of management is often heterogeneous for different circumstances (Levant, Coulmont & Sandu, 2016).  This control ensures that all students encounter and learn to navigate key business challenges, something that can be hit or miss with placements. Additionally, simulations can be paused for reflection and discussion, providing valuable opportunities for feedback, and learning that are not always possible in real-time placements. Ultimately, the use of simulations in a one-year programme maximizes the limited time available, ensuring that all students receive a robust, hands-on learning experience. It equips them with practical skills and a deeper understanding of business dynamics, better preparing them for their future careers while maintaining the program’s academic rigor and schedule.<\/p>\n\n\n\n

As a final reflective thought, Incorporating simulations like Simventure<\/a> into our MSc Management programme significantly enhances essential soft skills such as conflict resolution, crisis mitigation and cross-cultural management. Due to their nature, they can be difficult to teach towards without immersing oneself into the situation and really experiencing it. In today\u2019s job market, these soft skills are in high demand, as they are essential for effective teamwork, leadership, and organizational success.<\/p>\n\n\n\n

References<\/strong><\/p>\n\n\n\n

Brown, D., Robson, A. & Charity, I., 2020. International Masters\u2019 student perspectives of team business simulations. The International Journal of Management Education, <\/em>18(3).<\/p>\n\n\n\n

Chen, J. & Martin, A., 2015. Role-play simulations as a transformative methodology in environmental education. Journal of Transformative Education, <\/em>13(1), pp. 85-102.<\/p>\n\n\n\n

Huang, Y.-M. L. M. S. a. T.-T. W., 2022. Applying a business simulation game in a flipped classroom to enhance engagement, learning achievement, and higher-order thinking skills. Computers & Education, <\/em>1(83).<\/p>\n\n\n\n

Levant, Y., Coulmont, M. & Sandu, R., 2016. Business simulation as an active learning activity for developing soft skills. Accounting Education , <\/em>25(4), pp. 368-395.<\/p>\n\n\n\n

Vlachopoulos, D. & Makri, A., 2017. The effect of games and simulations on higher education: a systematic literature review. International Journal of Educational Technology in Higher Education, <\/em>Volume 14, pp. 1-33.<\/p>\n\n\n\n

\n\n\n\n

Dr. Andrew Wilson<\/a><\/strong> (andrew.wilson@mmu.ac.uk) is the Programme Lead for Business Management with Law and is also the Department Education Lead for Strategy, Enterprise, and Sustainability at Manchester Metropolitan University. With a rich background in business education, Andrew  is dedicated to developing future business leaders and legal experts. <\/p>\n\n\n\n

As an educator, Andrew integrates enterprise, sustainability and strategic thinking into the curriculum, preparing students to make a positive impact in the dynamic business world. His innovative approach to education highlights the importance of adaptability and resilience in today\u2019s global economy.<\/p>\n\n\n\n

His research primarily focuses on Micro, Small, and Medium Enterprises (MSMEs), emphasizing the heterogeneity in firm sizes concerning performance management. Dr. Wilson\u2019s work delves into the diverse challenges and opportunities faced by businesses of various scales, providing valuable insights for optimizing performance management. Pedagogical research focuses on first-gen and urban learners.<\/p>\n\n\n\n

Twitter: @Dr. Andrew Wilson<\/p>\n\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

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