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ERIC Number: EJ1005925
Record Type: Journal
Publication Date: 2013
Pages: 11
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-0040-0912
Case Study: An Examination of the Decision Making Process for Selecting Simulations for an Online MBA Program
Neely, Pat; Tucker, Jan
Education & Training, v55 n2 p128-138 2013
Purpose: Simulations are designed as activities which imitate real world scenarios and are often used to teach and enhance skill building. The purpose of this case study is to examine the decision making process and outcomes of a faculty committee tasked with examining simulations in the marketplace to determine if the simulations could be used as assessment instruments in a new MBA program. Design/methodology/approach: The criterion for evaluating the decision making process was developed by adapting the five dimensional framework developed by Gulikers, Bastiaens and Kirschner. Findings: The paper will conclude with a review of outcomes from the evaluation process and suggestions on how the decision process might be streamlined for faculty and curriculum designers who are developing new business programs. Research limitations/implications: Expectations for evaluating simulations need to be completely defined before beginning the review process, assign an individual with content knowledge to lead the review of individual simulations, vendor presentations of the simulations tended to sway the evaluator's opinion of the product in a more positive manner regardless of content. Practical implications: Competency based education continues to be a focus in higher education as the pressure to illustrate demonstrable skills continues to mount. Simulations may play a role in helping students obtain competencies in specific areas but their ability to assess competencies acquired warrants further research. A solid and rational decision making process is required to accurately determine the effectiveness of using simulations in an MBA program. Social implications: Simulations allow students to interact with complex systems and ideas but assessing the actual learning that takes place can be challenging (Frezzo, Behrens, and Mislevy). Students still need a conceptual framework of the material being presented in order for the simulations to be meaningful. Finding an effective instructional model which supports both hard (technical or procedural) and soft (people, communication) skills can be challenging as the soft skills are more difficult to quantify. Instituting an effective evaluation and decision process when evaluating these types of assessments is important when determining their value in a classroom. Originality/value: This case study was based on the decision process of the University and the College of Business Administration in determining how simulations could be used in a competency based MBA program. (Contains 2 tables and 1 figure.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Higher Education Act 1965