Why Students Should Be Taught Differently: Learner Characteristics, Learning Styles and Simulation Performance

Background Business simulation as an instructional tool helps in developing integrative thinking and decision making skills. It is being taught to audiences who differ considerably in age, work experience (learner characteristics) and learning styles. The use of simulations is likely to grow further with advancements in internet technology and the fact that simulations are very amenable to remote modes of instruction. Aim This study aims to assess how learner characteristics and learning styles impact business simulation performance. It further assesses the combined effect of learner characteristics and learning styles on performance in business simulations, we specifically consider the manner in which learning styles moderate the impact of learner characteristics (age) on simulation performance. Method The study was conducted with 605 students of full time MBA and executive MBA programs with age group varying from 21 years to 53 years. They were taught using the same business simulation by CAPSIM. The learning styles were measured using Felder-Solomon’s instrument ‘Index of learning style’. Regression analysis was conducted with predictor variables of learner characteristics and learning styles and outcome variable of simulation performance. The moderating effect of specific learning styles on learner characteristics was identified. Results The findings indicate that age is a significant predictor of simulation performance (younger, tech savvy students do better). Also, the use of reflective learning style enables better performance in business simulations. Older students are able to draw on experience and benefit more from reflective learning, for business simulations which involve integration across functions. Conclusion The study enhances our conceptual understanding of the factors enabling performance in business simulations and provides specific direction on how instructors must adapt facilitation approaches for different age groups of participants. Reflection is important for learning with business simulations; hence, the reflective learning style should be encouraged particularly among older students.

Business Simulation, Student Competency, And Learning Outcomes

The shifting paradigm in the learning process changes with technological advances and the internet. The learning process is through conventional classes with teacher center learning and is changing towards student center and experiential learning. Unika Atma Jaya's management program develops learning using IT platforms for business simulations to train students' way of thinking about business processes within the company virtually. This study wants to examine how a business simulation class student's experience impacts student business competency and learning outcomes in learning Business Simulation. The results showed that student experience through perceived usefulness and perceived enjoyment affected learning outcomes mediated by student business competency.

Sustainable Knowledge Transfer from Business Simulations to Working Environments: Correlational vs. Configurational Approach

Employing both a correlational and a configurational framework, this study proposes that engagement in business simulations, working environment culture, and acquired knowledge on business simulations are forerunners of sustainable knowledge transfer from business schools to organizations through business simulations training. Using a sample of 120 graduates from a Romanian business school, the results from configurational framework (based on regression analyses) reveal that knowledge transfer is explained by engagement in business simulations and working environment culture. However, findings highlight no correlation between acquired knowledge through business simulations and knowledge transfer. We have also employed fsQCA (fuzzy-set qualitative comparative analysis), which reveals that engagement in business simulations, working environment culture, and acquired knowledge on business simulations are adequate conditions for knowledge transfer. This study sheds light on a new research avenue of knowledge transfer from business schools to industry, less investigated by prior research.

The Use of Active Methods of Teaching in Training of Higher Education Students in the Speciality «Hotel & Restaurant Business»

The article reveals the use of active teaching methods in the preparation of higher education students in the speciality «Hotel & Restaurant Business». The emphasis is placed on the current competencies for professions in the hotel and restaurant business, and it is noted that in the near future the technical skills will prevail, which will be complemented by strong personal, social and cooperation skills. It has been noted that these skills cannot be cultivated in a passive educational environment, and therefore, the preference should be given to active teaching methods that can improve the training of specialists in hotel and restaurant business, improve their attitude to learning and provide them with interesting learning and cognitive opportunities. The main approaches to the definition of the concept «active teaching methods» have been revealed, and it has been determined that active teaching methods are the methods that «activate» students by involving their cognitive abilities and processes, making them the active parts of the learning process, which in its turn promotes the development of critical thinking, the increase of motivation to learning, cognitive interest, the activation of creative potential, independence in obtaining knowledge, and the formation of «soft» competencies. The list of active teaching methods has been supplemented by the methods that are widely advertised and professionally substantiated in higher educational institutions today («incident method», «scribing», «reduced method», «delayed assessment method», «mind mapping», «Plus – Minus – Interesting» and others). It has been proposed to introduce such teaching methods in the training of specialists in hotel and restaurant business as: contest and business simulations. The process of their application has been described as well. The research has established that these methods have not become active yet, but they have significant results in improving the quality of training of higher education students in the speciality «Hotel & Restaurant Business».