Universities are often known for teaching very theoretical content and not adequately preparing students for the real world of work. They are accused of graduates lacking the knowledge to put what they have learned into practice.
To counter this, many study programs – especially in the field of business administration – use business games as a teaching method.
What exactly business games are, where they originated, how they can be classified, and how a typical business game might proceed will be explained in more detail in the following paper. In addition, the advantages and disadvantages of this teaching method will be discussed.
Table of Contents
Introduction
1. Definition
2. History
3. Taxonomy of Business Games
4. How a Business Game works
5. Benefits and advantages
6. Weaknesses and limits of Business Games
7. Conclusion
Research Objectives and Core Topics
This paper aims to provide a comprehensive analysis of business games as a teaching methodology, exploring their definition, historical development, classification, and practical application. It investigates the pedagogical effectiveness of business simulations in bridging the gap between theoretical knowledge and real-world practical skills.
- Theoretical definition and core components of business simulations
- Historical evolution from military war games to modern corporate training
- Taxonomic classification based on operational and structural dimensions
- Analysis of experiential learning cycles and skill acquisition
- Critical discussion of pedagogical advantages and structural limitations
Excerpt from the Book
1. Definition
A business game is a simulated game, also known as business simulation or business simulation game (BSG), that is used to teach students or employees various skills about different economic and business aspects. In order to better understand the concept behind it, it helps to look at the separate definitions of “game” and “simulation” (Birknerová 2010, 203). According to Oxford dictionary, the word “game” describes a competitive activity, which is played following rules and ends in a final result. Two or more parties are involved, which are either individuals or teams, and these perform various tasks within their assigned role(s) to accomplish the goal of the game (Stevenson 2010, 718). “Simulation” stems from the Latin verb “simulare”, which can be translated to “recreate, reproduce, depict” or “imitate”. Thus, a simulation is an imitation of reality that has a relevant similarity to what it represents but can be abstracted, simplified and/or accelerated.
In a business simulation game, a real business environment is imitated, for example the German market of car manufacturers, and modified to lower the complexity, for instance by limiting their operations to the domestic market and reducing their product portfolio to a single product. In this environment, a game then takes place, in which the participants play certain roles, like the general manager or the marketing manager, within which they have to fulfil tasks according to the game rules to reach the goal of the business simulation game. It usually consists of several rounds, after each of which the participants can view and react to the results of their decisions.
Summary of Chapters
Introduction: Outlines the gap between theoretical university education and practical demands, introducing business games as a solution.
1. Definition: Establishes the fundamental concepts of "games" and "simulations" and their integration into business settings.
2. History: Traces the evolution of simulation from ancient war games and board games to modern, computer-based corporate and academic training.
3. Taxonomy of Business Games: Details various classification dimensions, such as subject matter, industry specificity, and competitive structure.
4. How a Business Game works: Provides a structured overview of the typical operational flow of a business game using the CoCos simulation as a practical example.
5. Benefits and advantages: Examines the pedagogical merits, including experiential learning, skill development, and increased student motivation.
6. Weaknesses and limits of Business Games: Discusses constraints such as simplification of reality, limited focus on theoretical depth, and operational costs.
7. Conclusion: Summarizes the findings, asserting that business games are a valuable, albeit limited, educational tool that works best when integrated into a diverse teaching mix.
Keywords
Business games, business simulation, experiential learning, skill acquisition, hard skills, soft skills, pedagogical methods, CoCos, management training, decision-making, competitive environment, corporate education, simulation taxonomy, learning by doing, performance assessment.
Frequently Asked Questions
What is the primary focus of this scientific paper?
The paper examines the nature, historical background, and practical application of business games as a modern teaching method in academic and corporate environments.
What are the core thematic areas discussed in the work?
The core themes include the definition and classification of simulations, their historical origins, the mechanics of how they function, and an analysis of their pedagogical effectiveness and limitations.
What is the central research objective?
The goal is to explain how business games work and to assess their utility in bridging the gap between theoretical knowledge and practical work experience.
Which scientific methodology is applied?
The author uses a descriptive and analytical approach, combining literature review with a structured taxonomic classification and a practical case study (CoCos) to illustrate theoretical points.
What does the main body of the paper cover?
It covers the definitions, the taxonomy of different game types, a step-by-step analysis of game execution, and a detailed critique of both the advantages (like skill building) and the drawbacks (like cost and simplification) of business games.
Which keywords best characterize the study?
Key terms include Business games, experiential learning, skill acquisition, pedagogical methods, and simulation.
How is the CoCos simulation used in this paper?
The CoCos simulation is utilized as a concrete case study to explain the structural steps of a typical business game, including team formation, decision-making, and performance review.
What does the paper conclude about the use of business games?
The paper concludes that while business games are a justified and effective teaching tool for improving practical skills, they cannot be recommended as a standalone method and are most effective when combined with other pedagogical approaches.
- Arbeit zitieren
- Anonym (Autor:in), 2021, Business games and how they work, München, GRIN Verlag, https://www.grin.com/document/1143597
