Robert W. Hornaday

Developing strategic management goal-setting skills

Although the use of manaCemeB1simulatiollS in business policy courses has lost much of its luster, gaming is still a popular method of instruction (Markulis and Strang, 1985). Estimates of the perceni-agL----of Academy of Managementmembers currently using games range from 32.7% (Alexander et al., 1984) to about 30%(Keeffe and Cozan, 1985; Eldredge and Galloway, 1983). The popularity that business games once enjoyed (Twelker, 1972) seems to have leveled off (Norris, 19

Formal planning and the performance of business simulation teams

~~. Two major reasons for the diminished glamour of gaming stand out in the literature. Some instructor quit using games because of mainframe problems. ~t simply wasn’t worth the time and effort to fight the technical, political, and budgetary battles that had to be won to properly administer mainframe simulations. The expanding useof microcomputers for gaming (Cosenza et~t:, 1985; Dennis, 1985) is rapidly eliminating most problems asp sociated with mainframe (Fritzsche and Cotter, 19&5; loosen, 1985). =

Case Writing in a Developing Country: An Indonesian Example

This study examines the relationship between formal planning and the performance of student teams competing in a comprehensive business simulation. The study uses a sample of 182 teams organized into 32 competitive sets. After controlling for the effect of differences in competitive sets and exogenous conditions, statistical testing indicated that planning teams performed significantly better than nonplanning teams.

Using a Computer Simulation in Multicultural Management Development: An Indonesian Example

This paper describes an English-language case-writing project in Indonesia that produced twelve business cases in twelve months. The account provides guidelines that may be useful for those wishing to write English-language cases in other developing countries.

A hybrid method of executing a management simulation

Describes the use of a computer simulation to enhance management skills in an Indonesian Master of Management (MM) programme during the spring of 1991. Cultural and language differences presented special problems. Enthusiastic student response and the permanent inclusion of the simulation in the curriculum demonstrate the value of computer simulations in multicultural management development programmes.

Introducing a Computer Simulation in China

Over the Last thirty years, the use of business games has evolved through a number of different stages. The present phase of simulation game development seems to be almost totally microcomputer driven. This infatuation with the microcomputer and demise of the mainframe game may be premature. The present paper attempts to compare and contrast the advantages and disadvantages of both the microcomputer and mainframe simulation games. In this evaluation neither of the two types of computer games had a significant and all encompassing advantage over the other. The findings of the paper suggest that the most efficient manner of running a computer simulation may be to develop a hybrid system which combines the strengths of both the mainframe and microcomputer versions of a particular simulation game.

Multicultural Experiential Learning: A Computer Simulation in Indonesia

This article describes the use of a management simulation in a Chinese university during the spring semesters of 1997, 1998, and 2000. Although administrative difficulties presented special problems, Chinese university administrators were interested in introducing this form of experiential learning. Student reaction was positive. Participating in a classroom simulation was a new and exhilarating experience for them. The article concludes with some suggestions for those who plan to use a simulation in a developing country such as China.

Thinking about Entrepreneurship: A Fuzzy Set Approach

Abstract This article describes the introduction of a management simulation in an Indonesian Master of Management (MM) program during the spring of 1991. Cultural and language differences presented special problems. Positive results included an enthusiastic student response, reevaluation of pedagogy by faculty members, and the permanent inclusion of the simulation in the MM curriculum.