A Complex Simulation and Community Involvement Yield an Award-Winning Capstone Experience

Wheatley, Walter J.; Roberts, Ralph M.; Einbecker, Richard C.

doi:10.1177/1046878190212005

Cited by 2 publications

(3 citation statements)

References 1 publication

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“…In Study 2, we used the same survey items, collecting data from graduating seniors in capstone business classes in two business administration programs. The classes used a large-scale simulation (LSS) approach (Parente, 1995;Wheatley, Roberts, & Einbecker, 1990) that combined role-play, computer simulation, and theory. In this approach, mock corporations are formed that function as SMWTs for 15 weeks.…”

Section: Methodsmentioning

confidence: 99%

Adaptation to Self-Managing Work Teams

Thoms

Pinto

Parente

et al. 2002

Small Group Research

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Two studies examined the team member characteristics (Big Five personality traits and attitude toward self-managing teams) that predict successful adaptation to participation in self-managing work teams (SMWTs) as assessed by self-ratings and manager ratings. Adaptation is conceptualized as having an immediate or short-term dimension (performing the team’s task well) and an enduring or long-term dimension (full cooperation in the team and commitment to team self-management). In both studies, member conscientiousness and attitude toward SMWTs were linked significantly to member self-ratings of long-term adaptation; attitude toward SMWTs, a malleable characteristic, was the strongest predictor. Short-term adaptation did not predict member self-ratings of long-term adaptation. However, short-term adaptation was the strongest predictor of manager ratings of member long-term adaptation. Results suggest that team members focus on internal feelings to assess their long-term (i.e., full) adaptation, whereas managers focus on short-term outcomes to assess long-term adaptation. Implications are discussed.

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Section: Methodsmentioning

confidence: 99%

Adaptation to Self-Managing Work Teams

Thoms

Pinto

Parente

et al. 2002

Small Group Research

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“…An LSS approach (Parente, 1995;Wheatley et al, 1990) was used in several capstone courses in undergraduate Business Administration programs between the spring 1994 and summer 1996 semesters, inclusive. This study was conducted after the approach had been in place for three full semesters, allowing many of the introductory issues to be resolved.…”

Section: Methodsmentioning

confidence: 99%

“…Typical components of LSS include both computer simulation and role-playing within a simulated business environment, which affords students the opportunity to immediately apply course theories delivered through lecture and case methodologies. This combination of teaching methods permits students to bring information from academia to the real world while also offering the opportunity for feedback that reinforces concepts and builds students'confidence in the skills and abilities they are developing (Parente, 1995;Wheatley, Roberts, & Einbecker, 1990). It also permits students to immediately apply the knowledge learned in the classroom, affording them the opportunity to experience implementation firsthand and gain additional insight into the demands of interdependence among functional areas (Parks & Lindstrom, 1995).…”

Section: Lssmentioning

confidence: 99%

Seeing the Forest and the Trees: Balancing Functional and Integrative Knowledge Using Large-Scale Simulations in Capstone Business Strategy Classes

Stephen

Parente

Brown

2002

Journal of Management Education

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The final stone placed at the apex of an Egyptian pyramid was called the capstone. The capstone was placed last, after the rest of the tomb was complete and all the pharaoh's possessions had been put into the tomb. Just as the pyramid's capstone was added last, after the foundation was complete, so too is the capstone course in many college business programs today. In a typical business program, the fundamental elements of the business curriculum (e.g., accounting, economics, finance, human resource management, marketing, organizational behavior, operations) are mastered first. Students then choose a major in which to concentrate, matching, presumably, the field in which they intend to pursue a career. The courses students take in their major help them develop expertise in their chosen field or function (say, accounting) but,

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A Complex Simulation and Community Involvement Yield an Award-Winning Capstone Experience

Cited by 2 publications

References 1 publication

Adaptation to Self-Managing Work Teams

Adaptation to Self-Managing Work Teams

Seeing the Forest and the Trees: Balancing Functional and Integrative Knowledge Using Large-Scale Simulations in Capstone Business Strategy Classes

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