Secrets to success: Business skills and knowledge that students find most useful in succeeding in a capstone course simulation

Gresch, Eric B.; Rawls, Janita

doi:10.1080/08832323.2017.1393375

Cited by 9 publications

(17 citation statements)

References 9 publications

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“…The strong correlation between the simulation grade and LAR dimensions is understandable and likely attests to the validation of the simulation game. This also supports previous studies reporting that undergraduate courses in financial management and accounting are most useful for successful participation in a simulation game (Gresch and Rawls, 2017).…”

Section: Discussionsupporting

confidence: 90%

“…Simulations in business strategy courses have been found to promote complementary understanding of functional and integrative knowledge (Stephen et al, 2002), a significant goal for business education. Gresch and Rawls (2017) examined which undergraduate business courses are perceived as most useful in preparation a capstone simulation game. The courses most commonly identified as helpful are financial management (58.2 per cent), financial accounting (53.4 per cent), global business (42.3 per cent) and operations management (40.9 per cent).…”

Section: Literature Reviewmentioning

confidence: 99%

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Business simulation and assurance of learning

Alstete

Beutell

2019

QAE

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Purpose This study aims to consider assurance of learning among undergraduate business students enrolled in capstone business strategy courses using the GLO-BUS competitive simulation. Gender, academic major and business core course performance were examined. Design/methodology/approach Participants were 595 undergraduate capstone business students from 21 course sections taught over a four-year period. Variables included learning assurance measures, simulation performance, gender, major, business core course grades, capstone course grade and cumulative grade point average. Correlations, linear regression, multiple regression and multivariate analysis of variance (MANOVA) were used to analyze the data. Findings Learning assurance report scores were strongly related to simulation performance. Simulation performance was related to capstone course grade, which, in turn, was significantly related to the grade point average (GPA). Core business courses were related to learning assurance and performance indicators. Significant differences for gender and degree major were found for academic performance measures. Women and men did not differ in simulation performance. Research limitations/implications Limitations include the use of one simulation (GLO-BUS) and studying students at one university taught by one professor. Assurance of learning measures needs further study as factors in business program evaluation. Future research should analyze post-graduate performance and career achievements in relation to assurance of learning outcomes. Originality/value This study conducts empirical analyses of simulation learning that focuses entirely on direct measures, including student characteristics (gender, major), learning assurance measures, business core course grades, capstone course grades and student GPAs.

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Section: Discussionsupporting

confidence: 90%

Section: Literature Reviewmentioning

confidence: 99%

Business simulation and assurance of learning

Alstete

Beutell

2019

QAE

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“…Published under a Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ITAA Proceedings, #77 -https://itaaonline.org students and employers alike (Kuh, 2008;Gresch & Rawls, 2017). Therefore, in light of the current retail environment, it is timely to leverage resources such as a retail learning lab and develop an all-encompassing, apparel-retail-entrepreneurship related capstone experience to expose students to real-world retail challenges.…”

Section: Creatementioning

confidence: 99%

“…One way educators can lessen this gap, is to offer industry-relevant capstone courses. Capstone courses provide students with the opportunity to apply prior knowledge to "real-world" applications, aiding in the development of essential communication and critical thinking skills (Gresch & Rawls, 2017). The purpose of this paper is to provide insight regarding a novel program-based learning lab designed to enhance retail and entrepreneurship education through six innovative learning modules and a capstone course.…”

mentioning

confidence: 99%

Using a Program-based Store for Retail and Entrepreneurship Education: Integration of a Retail Learning Lab as a Capstone Experience

Shane-Nichols

Lee

Fiore

et al. 2020

Pivoting for the Pandemic

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“…Capstone units are designed to facilitate higher order learning by holistically drawing together the knowledge from individual units into a cohesive whole body of knowledge (Gresch & Rawls, 2017) and to prepare students for the future of work (Holdsworth, Watty, & Davies, 2009). Increasingly, the Australian government and student survey responses emphasise employability or professional skills as a key priority for universities (Senate Select Committee on the Future of Work and Workers, 2018).…”

Section: Introductionmentioning

confidence: 99%

Employability focused technology enhanced hybrid and online accounting capstone experience

Contessotto¹,

Lim²,

Suri³

2021

ASCILITE 2021: Back to the Future – ASCILITE ‘21 Proceedings ASCILITE 2021 in Armidale

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In this paper, we share insights from our experience of harnessing technologies to innovatively design a capstone experience for large cohorts of accounting students in hybrid and online environments, informed by insights from key stakeholder consultations and relevant research. To support scaffolded development of professional skills and identity in a short span of eleven weeks, we designed a coherent suite of experiential learning and assessment activities based on contemporary events, an Enterprise Resource Planning business simulation, employability skills training and authentic case studies. Consistently high student evaluations of this unit suggest that our students find this experience valuable. Student responses to the Graduate Attribute Scale in the Graduate Outcomes Survey have shown improvement following the introduction of the capstone unit.

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Secrets to success: Business skills and knowledge that students find most useful in succeeding in a capstone course simulation

Cited by 9 publications

References 9 publications

Business simulation and assurance of learning

Business simulation and assurance of learning

Using a Program-based Store for Retail and Entrepreneurship Education: Integration of a Retail Learning Lab as a Capstone Experience

Employability focused technology enhanced hybrid and online accounting capstone experience

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