Philip H. Anderson

Business Simulations and Cognitive Learning

This article focuses on the research associated with the assessment of the cognitive learning that occurs through participation in a simulation exercise. It summarizes the objective evidence regarding cognitive learning versus the perceptions of cognitive learning achieved as reported by participants and instructors. The authors also explain why little progress has occurred in objectively assessing cognitive learning in the past 25 years and provide potential options for filling this deficiency.

The relationship between financial performance and other measures of learning on a simulation exercise

Analysis was conducted to assess the relationship between financial performance on a business simulation exercise and various other measures of student learning. Financial performance was represented by a composite performance score that rated student companies based on net income, return on investment (ROI), and return on assets (ROA) achieved in a competitive, computer-based management simulation. (Although highly intercorrelated, a 1988 study by House and Napier found the combination of these measures provided the best overall measure of a companys financial performance.) Little or no relationship was found between the performance score and the other measurements used to assess student learning.

A Survey of Methods Used for Evaluating Student Performance on Business Simulations

Survey results of assessment methods used by simulation instructors to evaluate student performance on business simulations are presented. The learning objectives that instructors were attempting to measure with these assessment methods are also presented. The Bloom et al. (1959) taxonomy for classifying levels of learning was used to categorize these learning objectives.

Designing and Introducing Ethical Dilemmas into Computer-Based Business Simulations:

This article makes two contributions to the teaching of business ethics literature. First, it describes the steps involved in developing effective ethical dilemmas to incorporate into a computer-based business simulation. Second, it illustrates these steps by presenting two ethical dilemmas that an instructor can incorporate into any business simulation. Instructors who use business simulations in their courses can use the sample dilemmas as presented or modify them as desired or necessary to fit their course design and objectives. Instructors can also use the steps described to develop their own ethical dilemmas.

A źGamerź in Many Areas

I am Professor and Chair of the Management Department at the University of St. Thomas, my professional home for the past 30 years. My primary teaching interest has always been strategic planning. I discovered business simulations over 30 years ago, and have been a user and advocate of them throughout my professional life. In 1992, I was awarded a Fulbright Scholars Fellowship to teach at the National University of Ireland in Cork, Ireland, and I ended up spending 4 years there over a 6-year period. I have led a study abroad program to England and Ireland, teaching an undergraduate strategy course there annually since 1997.