Planspiel-Literaturdatenbank des ZMS

DOI: https://doi.org/10.1016/j.ijme.2025.101147 

Abstract: This paper examines the use of business simulation games (BSGs) as a pedagogical tool to foster the interest of business students in sustainability education and address the challenges encountered by educators in utilizing these resources. The objective of this study is to examine the professors’ perspective regarding the role, benefits, and challenges of adopting BSGs in business and management faculties. To achieve the research objective, the article employs a thematic analysis based on semi-structured interviews with university professors employed at the largest economics university in Romania. Our results lend support to the pedagogical advantages of incorporating BSGs into higher education, highlighting the factors that contribute to the successful integration and implementation of such initiatives. Furthermore, the analysis demonstrates that BSGs serve as a medium for integrating sustainability concerns into business education curricula, despite identified challenges. The study offers valuable insights into the use of pedagogical tools based on experiential learning, with implications for professors, university administrators, and software designers in this field.

DOI: https://doi.org/10.1080/09639284.2016.1191272 

Abstract: Business simulations are innovative instruction models for active or cooperative learning. In this paper, we look at the social constructionist roots of these education models in light of the current efforts to enhance employability skills in undergraduate and graduate studies. More specifically, we analyse the role of business simulations in developing soft skills based on an international survey of students’ perceptions of developing soft skills during business simulations. Our objective is to test whether business simulations contribute to the development of soft skills and whether gender, ethno-cultural origin, and professional experience affect the acquisition process. We also discuss the use and benefits of these innovative instruction models. The analysis suggests the need to take into account specific factors, especially ethno-cultural origin, when instructing via business simulations. It also calls for sharing best practices in the context of a globalised education.