Araştırma Makalesi
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Using Simulation Programs in Business Administration Education: An Example in Turkey

Yıl 2019, Cilt 17, Sayı 34, 371 - 388, 13.09.2019
https://doi.org/10.35408/comuybd.495706

Öz

As well as the theoretical knowledge given to the students, they need to gain experience in the real world business environment. Simulation programs enable students to set up a virtual company and manage the company like a real business. Although there are many simulation programs in the world of education, in this study University of Tennessee program which prepared by faculty members is used. This course was a Capstone course for students to understand the strategic marketing process that is applicable to any organization about marketing their products or services. The focus group methodology was used for this study with 13 senior students. The feedback received by the students was collected and analyzed for the evaluation of the course content, the ease and the usefulness of the program. This study, according to observations and students’ feedbacks confirmed that simulation programs enable students transforming theoretical knowledge into practices. 

Kaynakça

  • Carr, D. (2003). Philosophy and the meaning of education. Theory and Research in Education, V. 1(2), 195- 2 12.Cosenz, F., Notob, G. (2018). Fostering entrepreneurial learning processes through Dynamic Start-up business model simulators. The International Journal of Management Education 16, 468–482. https://doi.org/10.1016/j.ijme.2018.08.003
  • Bell, R., Loon, M. (2015). The impact of critical thinking disposition on learning using business simulations. The International Journal of Management Education. 13, 119-127. http://dx.doi.org/10.1016/j.ijme.2015.10.003
  • Blackford, B., Shi, T. (2015.The relationship between business simulations in capstonemanagement courses and standardized test scores. The International Journal of Management Education. 13, 84-94
  • Borrajo, F., Bueno, Y., Pablo, I., Santos, B., Fernández, F., García, J., and Sagredo, I., (2010). SIMBA: A simulator for business education and research. Decision Support Systems. 48, 498–506.
  • Burdon, W. M., Munro, K. (2017). Simulation is it all worth it? The impact of simulation from the perspective of accounting students The International Journal of Management Education 15, 429e448. doi.org/10.1016/j.ijme.2017.07.001
  • Dereköy, F. and Ayhün, S.E (2017). Simulation implementation in the development of business and accounting education-virtual enterprise: A case study. International Journal of Economics and Administrative Studies (16. UİK Özel Sayısı):781-792 ISSN 1307-9832.
  • Gatti, L., Ulrich, M., and Seele, P. (2018). Education for sustainable development throughbusiness simulation games: An exploratory study of sustainability gamification and itseffects on students' learning outcomes. Journal of Cleaner Production 207, 667-678. https://doi.org/10.1016/j.jclepro.2018.09.130
  • Gredler, M. E.(2004). Games and simulations and their relationships to learning. In D.H.Jonassen (Ed.), Handbook of research on educational communications and technology(2nd ed.). (pp. 571e581). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Hernandez-Lara, Perera-Lluna, and Serradell-Lopez (2018). Applying learning analyticsto students’ interaction in business simulation games. The usefulness of learning analyticsto know what students really learn. Computers in Human Behavior. https://doi.org/10.1016/ j.chb.2018.03.001
  • Hughes, S., Scholtz, F.(2015). Increasing the impact of a business simulation: The role of reflection. The International Journal of Management Education 13 (2015) 350e361. http://dx.doi.org/10.1016/j.ijme.2015.06.001
  • Jahangiriana, M., Eldabib, T., Naseera, A., Stergioulasa, L. K., and Young, T. (2010). Simulationin manufacturing and business: A review. European Journal of Operational Research. doi:10.1016/j.ejor.2009.06.004.
  • Jones, K. (1998). Simulations as examinations. Simulation & Gaming, 29(3), 331e341. http://dx.doi.org/10.1177/1046878198293010.
  • Lin, H., H., Yen, W., C., and Wang, Y., S. (2018). Investigating the effect of learning method and motivation on learning performance in a business simulation system context: Anexperimental study. Computers & Education, 127, 30–40.
  • Mahboubian, M. (2010). Educational aspects of business simulation softwares. Social and Behavioral Sciences. 2, 5403-5407. doi:10.1016/j.sbspro.2010.03.881.
  • Nisula, K., and Pekkola, S. (2012). ERP-based simulation as a learning environment for SMEbusiness. The International Journal of Management Education. 10, 39–49
  • Pando-Garcia, J., Periañez-Cañadillas, I., and Charterina, J. (2016). Business simulation gameswith and without supervision: An analysis based on the TAM model. Journal of BusinessResearch. http://dx.doi.org/10.1016/j.jbusres.2015.10.046
  • Pasin, F., Giroux, F. (2011). The impact of a simulation game on operations managementeducation. Computers & Education, 57, 1240–1254
  • Polyakova, E., I. (2016). Business simulation as a means of developing intercultural competence.Social and Behavioral Sciences. 236, 289 – 294. International Conference on Communication in Multicultural Society.
  • Rosen, K. R. (2008). The history of medical simulation. Journal of Critical Care, 23(2), 157-166. http://dx.doi.org/10.1016/j.jcrc.2007.12.004.
  • Pratt, M., A., Hahn, S. (2016). Enhancing hospitality student learning through the use of a business simulation. Journal of Hospitality, Leisure, Sport & Tourism Education. 19. 10–18. http://dx.doi.org/10.1016/j.jhlste.2016.05.001.
  • Rusu, L., C. (2012). Action and reaction-case study from a business simulation. Economics andFinance. 3, 1243-1249. doi: 10.1016/S2212-5671(12)00303-6
  • Vos, L. (2015). Simulation games in business and marketing education: How educators assess student learning from simulations. The International Journal of Management Education, 13, 57- 74. http://dx.doi.org/10.1016/j.ijme.2015.01.001.
  • Yağcı, M. İ, and Özkan, C. (2014). International marketing courses in Turkish business administration programs. Doğuş Üniversitesi Dergisi, 15, (1) 31-43
  • Zhang, M., J., (2015). Using login data to monitor student involvement in a business simulation game. The International Journal of Management Education 13, 154-162. http://dx.doi.org/10.1016/j.ijme.2015.02.003

Yıl 2019, Cilt 17, Sayı 34, 371 - 388, 13.09.2019
https://doi.org/10.35408/comuybd.495706

Öz

Kaynakça

  • Carr, D. (2003). Philosophy and the meaning of education. Theory and Research in Education, V. 1(2), 195- 2 12.Cosenz, F., Notob, G. (2018). Fostering entrepreneurial learning processes through Dynamic Start-up business model simulators. The International Journal of Management Education 16, 468–482. https://doi.org/10.1016/j.ijme.2018.08.003
  • Bell, R., Loon, M. (2015). The impact of critical thinking disposition on learning using business simulations. The International Journal of Management Education. 13, 119-127. http://dx.doi.org/10.1016/j.ijme.2015.10.003
  • Blackford, B., Shi, T. (2015.The relationship between business simulations in capstonemanagement courses and standardized test scores. The International Journal of Management Education. 13, 84-94
  • Borrajo, F., Bueno, Y., Pablo, I., Santos, B., Fernández, F., García, J., and Sagredo, I., (2010). SIMBA: A simulator for business education and research. Decision Support Systems. 48, 498–506.
  • Burdon, W. M., Munro, K. (2017). Simulation is it all worth it? The impact of simulation from the perspective of accounting students The International Journal of Management Education 15, 429e448. doi.org/10.1016/j.ijme.2017.07.001
  • Dereköy, F. and Ayhün, S.E (2017). Simulation implementation in the development of business and accounting education-virtual enterprise: A case study. International Journal of Economics and Administrative Studies (16. UİK Özel Sayısı):781-792 ISSN 1307-9832.
  • Gatti, L., Ulrich, M., and Seele, P. (2018). Education for sustainable development throughbusiness simulation games: An exploratory study of sustainability gamification and itseffects on students' learning outcomes. Journal of Cleaner Production 207, 667-678. https://doi.org/10.1016/j.jclepro.2018.09.130
  • Gredler, M. E.(2004). Games and simulations and their relationships to learning. In D.H.Jonassen (Ed.), Handbook of research on educational communications and technology(2nd ed.). (pp. 571e581). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Hernandez-Lara, Perera-Lluna, and Serradell-Lopez (2018). Applying learning analyticsto students’ interaction in business simulation games. The usefulness of learning analyticsto know what students really learn. Computers in Human Behavior. https://doi.org/10.1016/ j.chb.2018.03.001
  • Hughes, S., Scholtz, F.(2015). Increasing the impact of a business simulation: The role of reflection. The International Journal of Management Education 13 (2015) 350e361. http://dx.doi.org/10.1016/j.ijme.2015.06.001
  • Jahangiriana, M., Eldabib, T., Naseera, A., Stergioulasa, L. K., and Young, T. (2010). Simulationin manufacturing and business: A review. European Journal of Operational Research. doi:10.1016/j.ejor.2009.06.004.
  • Jones, K. (1998). Simulations as examinations. Simulation & Gaming, 29(3), 331e341. http://dx.doi.org/10.1177/1046878198293010.
  • Lin, H., H., Yen, W., C., and Wang, Y., S. (2018). Investigating the effect of learning method and motivation on learning performance in a business simulation system context: Anexperimental study. Computers & Education, 127, 30–40.
  • Mahboubian, M. (2010). Educational aspects of business simulation softwares. Social and Behavioral Sciences. 2, 5403-5407. doi:10.1016/j.sbspro.2010.03.881.
  • Nisula, K., and Pekkola, S. (2012). ERP-based simulation as a learning environment for SMEbusiness. The International Journal of Management Education. 10, 39–49
  • Pando-Garcia, J., Periañez-Cañadillas, I., and Charterina, J. (2016). Business simulation gameswith and without supervision: An analysis based on the TAM model. Journal of BusinessResearch. http://dx.doi.org/10.1016/j.jbusres.2015.10.046
  • Pasin, F., Giroux, F. (2011). The impact of a simulation game on operations managementeducation. Computers & Education, 57, 1240–1254
  • Polyakova, E., I. (2016). Business simulation as a means of developing intercultural competence.Social and Behavioral Sciences. 236, 289 – 294. International Conference on Communication in Multicultural Society.
  • Rosen, K. R. (2008). The history of medical simulation. Journal of Critical Care, 23(2), 157-166. http://dx.doi.org/10.1016/j.jcrc.2007.12.004.
  • Pratt, M., A., Hahn, S. (2016). Enhancing hospitality student learning through the use of a business simulation. Journal of Hospitality, Leisure, Sport & Tourism Education. 19. 10–18. http://dx.doi.org/10.1016/j.jhlste.2016.05.001.
  • Rusu, L., C. (2012). Action and reaction-case study from a business simulation. Economics andFinance. 3, 1243-1249. doi: 10.1016/S2212-5671(12)00303-6
  • Vos, L. (2015). Simulation games in business and marketing education: How educators assess student learning from simulations. The International Journal of Management Education, 13, 57- 74. http://dx.doi.org/10.1016/j.ijme.2015.01.001.
  • Yağcı, M. İ, and Özkan, C. (2014). International marketing courses in Turkish business administration programs. Doğuş Üniversitesi Dergisi, 15, (1) 31-43
  • Zhang, M., J., (2015). Using login data to monitor student involvement in a business simulation game. The International Journal of Management Education 13, 154-162. http://dx.doi.org/10.1016/j.ijme.2015.02.003

Ayrıntılar

Birincil Dil İngilizce
Konular Sosyal
Bölüm Araştırma Makalesi
Yazarlar

Harika SUKLUN> (Sorumlu Yazar)
ABDULLAH GÜL ÜNİVERSİTESİ
0000-0003-1016-268X
Türkiye

Yayımlanma Tarihi 13 Eylül 2019
Gönderilme Tarihi 12 Aralık 2018
Yayınlandığı Sayı Yıl 2019, Cilt 17, Sayı 34

Kaynak Göster

APA Suklun, H. (2019). Using Simulation Programs in Business Administration Education: An Example in Turkey . Yönetim Bilimleri Dergisi , 17 (34) , 371-388 . DOI: 10.35408/comuybd.495706