Universities are often known for teaching very theoretical content and not adequately preparing students for the real world of work. They are accused of graduates lacking the knowledge to put what they have learned into practice.
To counter this, many study programs – especially in the field of business administration – use business games as a teaching method.
What exactly business games are, where they originated, how they can be classified, and how a typical business game might proceed will be explained in more detail in the following paper. In addition, the advantages and disadvantages of this teaching method will be discussed.
Table of Contents
- Introduction
- 1. Definition
- 2. History
- 3. Taxonomy of Business Games
- 4. How a Business Game works
- 5. Benefits and advantages
- 6. Weaknesses and limits of Business Games
- 7. Conclusion
Objectives and Key Themes
The objective of this paper is to explain the nature, history, classification, and process of business games, primarily focusing on their use as a teaching method in business education. It aims to analyze the advantages and disadvantages of using business games to bridge the gap between theoretical knowledge and practical application in real-world business scenarios.
- Definition and characteristics of business games
- Historical development and evolution of business games
- Classification and taxonomy of different types of business games
- The mechanics and process of playing a typical business game
- Benefits and limitations of utilizing business games in education and training
Chapter Summaries
Introduction: This introductory section establishes the context by highlighting the criticism of traditional university education as overly theoretical and insufficiently practical. It introduces business games as a pedagogical approach to address this gap, setting the stage for a detailed exploration of their definition, history, classification, functionality, and overall effectiveness as a teaching tool. The introduction lays the groundwork for the subsequent sections, promising a comprehensive analysis of business games' role in bridging the gap between theory and practice in business education.
1. Definition: This chapter provides a comprehensive definition of business games (also known as business simulations or BSGs), clarifying their purpose as educational tools designed to teach various economic and business skills. It breaks down the concept by separately defining "game" and "simulation," highlighting the competitive nature, rule-based structure, and the imitative representation of real-world business environments within a business game. The chapter further identifies four key elements of a business game: goals, base, roles, and rules, emphasizing the importance of these elements in shaping the game's dynamics and learning outcomes. The chapter also briefly touches on the diverse applications of business games across different fields, beyond business administration.
Keywords
Business games, business simulation, experiential learning, simulation, pedagogy, education, training, economic skills, business skills, game design, game mechanics, advantages, disadvantages, teaching methods.
Frequently Asked Questions: A Comprehensive Language Preview
What is this document about?
This document is a comprehensive preview of a paper focused on business games. It includes a table of contents, objectives and key themes, chapter summaries, and keywords. The paper analyzes business games as a teaching method in business education, exploring their advantages and disadvantages in bridging the gap between theory and practice.
What topics are covered in the paper?
The paper covers the definition, history, taxonomy, and mechanics of business games. It examines their benefits and limitations as educational tools, focusing on their application in business education. Key aspects include the historical development, different types of business games, the process of playing them, and their overall effectiveness in fostering practical business skills.
What are the key objectives of the paper?
The primary objective is to explain the nature, history, classification, and process of business games, primarily within the context of business education. It aims to analyze their advantages and disadvantages in bridging the gap between theoretical knowledge and practical application in real-world business scenarios.
What are the key themes explored?
Key themes include the definition and characteristics of business games; their historical development and evolution; classification and taxonomy of various types; the mechanics and process of playing a business game; and the benefits and limitations of using business games in education and training.
What is the introduction about?
The introduction establishes the context by highlighting the criticism of traditional university education as being overly theoretical. It introduces business games as a solution, setting the stage for a detailed exploration of their definition, history, classification, functionality, and effectiveness as a teaching tool.
What does the chapter on "Definition" cover?
This chapter provides a comprehensive definition of business games (BSGs), clarifying their purpose as educational tools designed to teach various economic and business skills. It defines "game" and "simulation" separately, highlighting the competitive nature and rule-based structure. It identifies four key elements of a business game: goals, base, roles, and rules, and briefly touches on their diverse applications.
What are the keywords associated with this paper?
Keywords include Business games, business simulation, experiential learning, simulation, pedagogy, education, training, economic skills, business skills, game design, game mechanics, advantages, disadvantages, and teaching methods.
What is the overall purpose of using business games in education, according to the paper?
The paper advocates for business games as a pedagogical approach to bridge the gap between theoretical knowledge and practical application, addressing criticisms of traditional education as being insufficiently practical.
- Quote paper
- Anonym (Author), 2021, Business games and how they work, Munich, GRIN Verlag, https://www.grin.com/document/1143597
