We can all be winners: The influence of team composition and a delivery modality on business students' satisfaction and simulation performance

Abstract

Most undergraduate and graduate business programs contain a culminating capstone experience as part of the standard curriculum. So far, business capstone courses have often strived to be uniform across modalities (i.e. either online or face-to-face, they were of uniform nature) and they have been rigorous and impactful courses. Additionally, many business programs have adopted simulations or other forms of game-based learning in their capstone courses. A sample of 122 students engaged in a simulation game as part of their capstone experience was used in this study in order to examine whether modality differences did affect the students' experiences (their satisfaction with the course and performance) or not, and also whether it helped them to be on teams comprised of different business majors or not. While, on the one hand, a hypothesis that significant differences would be seen due to a different modality and group composition was initially set, the counterintuitive findings obtained during the research were indicative of the fact that students' experiences could be positive across the modalities and the varying composition so long as the instructor's efforts were directed towards rigor, engagement, and uniformity of experience in the courses.