E-commerce has changed the nature of the value propositions that companies now offer to their customers. The convergence of content sites and social networks has resulted in emerging e-commerce business models. The group buying/local daily deals e-commerce platform represents the collective bargaining power that individuals can leverage to obtain daily deals on local products, services and experiences. These local discounted deals are distributed via e-mail and the websites of companies like Groupon and LivingSocial that have established themselves as the sector leaders. The convergence of traditional and electronic business models, as well as traditional and new business practices, are changing the face of global business as we know it. In this study, the authors critically reflect on the strategic management implications of the convergence of content, community and commerce in the form of social e-commerce and daily deal sites. The authors consider the implications of the rapid growth experienced by daily deal social group buying sites, in terms of strategy, and question its long-term value-creation. Future investors are urged to consider the long-term value-creation and not merely the short-term payoff of these sites. Merchants are urged to consider the practical implications of offering coupons on these sites for the day-to-day operation of their businesses.

No abstract

Purpose The purpose of this paper is to review published research to discern the trends in instructional practices and interventions that educators employ to augment simulation based learning in business education. Design/methodology/approach Qualitative research was conducted using a systematic review of scholarly articles that satisfied inclusion criteria, such as the study reported on a business simulation, discussed educator interventions and instructional practices, was focused on higher education or training, discusses a computer-based simulation and was published between 2007 and 2017. Findings Overarching themes evident within the data included: didactic interventions, preparation activities, prompting student reflection, coaching and mentoring, providing feedback, structuring teams, assessments, encouraging collaborative learning and fostering student engagement. Originality/value Although there are many systematic reviews of simulation-based learning literature, specifically within the fields of medicine and nursing, most focus on summarising the evidence that simulations are an effective tool to enable learning. To the best of knowledge, there has not been a systematic analysis of the instructional approaches or educational interventions that educators’ choose to include in the structured design of simulation-based courses in business education. This study begins to address the issue of how educators and technology synergistically aim to deliver valuable student learning opportunities.

No reproduction, copy or transmission may be made without written permission from the individual authors. Review ProcessPapers submitted to this conference have been double-blind peer reviewed before final acceptance to the conference. Initially, abstracts were reviewed for relevance and accessibility and successful authors were invited to submit full papers. Many thanks to the reviewers who helped ensure the quality of all the submissions. Ethics and Publication Malpractice PolicyACPIL adheres to a strict ethics and publication malpractice policy for all publicationsdetails of which can be found here: http://www.academic-conferences.org/policies/ethics-policy-for-publishing-in-theconference-proceedings-of-academic-conferences-and-publishing-international-limited/ Conference ProceedingsThe Conference Proceedings is a book published with an ISBN and ISSN. The proceedings have been submitted to a number of accreditation, citation and indexing bodies including Thomson ISI Web of Science and Elsevier Scopus.Author affiliation details in these proceedings have been reproduced as supplied by the authors themselves.