Simulations as a Fundamental Teaching Tool: Striking the Appropriate Balance

Hugenberg, Lawrence W.

doi:10.1177/108056999205500418

Cited by 4 publications

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“…The drama of real-world experiences with their props, characters, and actions has motivated some instructors to move from single cases to unified cases, interactive cases, games, and simulations (Gale, 1993;Hugenberg, 1992;Moberg & Caldwell, 1988). Kolb and Lewis (1986) see simulations and games as presenting learners with a broader experiential learning environment than cases and offering learners the best support for active experimentation.…”

Section: The Advantages Of Games and Simulations As Experiential Exermentioning

confidence: 98%

Experiential learning, Cases, and Simulations in Business Communication

Saunders

1997

Business Communication Quarterly

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The inclusion of cases and simulations in our curricula may reflect a fundamental paradigm shift in American higher education. Now, colleges must do more than instruct; they must also prove that learning takes place. While the movement toward experiential learning has grown, surprisingly little mention has been made in the literature of the need to ground the use of cases and simulations in experiential learning theory. A basic understanding of the experiential learning process and the nature of cases and simulations as experiential activities will help instructors of business communication develop, evaluate, and use these tools more effectively.

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Section: The Advantages Of Games and Simulations As Experiential Exermentioning

confidence: 98%

Experiential learning, Cases, and Simulations in Business Communication

Saunders

1997

Business Communication Quarterly

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“…SIMULATIONS ARE USED extensively by American bus'i, SIMULATIONS ARE USED extensively by American busi-ness schools and corporations to teach management, business communication, and organisational behaviour (see, for example, Crookall, 1995;Hugenberg, 1992;Hugenberg, Owens, & Robinson, 1988;Jameson, 1993; Jean-Claude, 1987; Kable, 1989; Keys, 1986Keys, , 1989; Keys & Wolfe, 1990;Lamourex, 1995;Larreche, 1987;Lloyd, 1978;Smith, 1992;Thatcher, 1990;Thatcher & Robinson, 1985;Wolfe, 1978Wolfe, , 1983Wolfe, , 1985. Their use in higher education outside the US, especially in Asia, has been limited (Chang, 1997;Chang, Ma, & Lee, 1998;Kao, Tsai, & Yao, 1997).…”

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confidence: 99%

Adapting an American-based Simulation to a Hong Kong Classroom

Du-Babcock

Babcock

2000

Business Communication Quarterly

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Case studies tend to embed the language and values of the culture in which they are created. To use an American-based behavioural simulation, Looking Glass Inc., in Hong Kong, we needed to adapt it to the students' language environment and proficiency, their culturally derived behaviours, and their understanding of the context of American business. In Hong Kong, the norms prescribing language use are complex and contradictory; English is a major business, government, and legal language, but Cantonese and sometimes Mandarin have a continuing presence, especially in oral communication. The English in the simulation, however, reflect ing the authors' emphasis on realism, included slang and idiomatic expressions that were confusing even to students otherwise fluent in the language, and thus we had to modify materials to aid comprehension. We also had to adjust our administra tion of the materials to account for cultural differences between the individualistic and low power distance dimensions of the American scene represented in the sim ulation and the collectivistic and high power distance environment our students found more comfortable. Our strategy in adapting the simulation was to stimulate participants in Looking Glass Inc. to act authentically in their roles, negate reac tive and promote proactive behaviour at all four organisational levels, and encour age the thoughtful and complete analysis of the simulation, not something that came naturally. Finally, we had to make explicit several elements of American business assumed by the authors but not known to the students, including Ameri can geography and transportation systems, laws and administrative bodies, and race and gender issues.

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Assessing the Impact of a Business Communication Simulation on Students' Self-Perceptions

Russ

Drury‐Grogan

2013

Communication Quarterly

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Simulations as a Fundamental Teaching Tool: Striking the Appropriate Balance

Cited by 4 publications

References 0 publications

Experiential learning, Cases, and Simulations in Business Communication

Experiential learning, Cases, and Simulations in Business Communication

Adapting an American-based Simulation to a Hong Kong Classroom

Assessing the Impact of a Business Communication Simulation on Students' Self-Perceptions

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