Grounding simulations in reality: a case study from an undergraduate Politics degree

Abstract

PurposeThe paper addresses the issue of how best to reproduce realistic reproductions and outcomes in the dynamic environment of a simulated negotiation on a political theme. Design/methodology/approachUsing a case study run by the author of a University undergraduate negotiation module, qualitative data is provided to support a pragmatic model of addressing issues of realistic behaviour and outcomes. FindingsThrough a combination of elements -notably, integration of more conventional academic research, use of repeated points of contact between students and the module leader, and extensive reflection after the exercise by the student -it is possible to provide for a simulation that more closely follows real-world outcomes than would otherwise be the case. Research limitations/implications (if applicable)The use of a single case study clearly limits the ability to generalise and implies the need to replicate the work in new iterations and in new contexts. Practical implications (if applicable)The paper highlights the importance of grounding simulations in reality, if they are to maximise their utility as a teaching practice. It also stresses the high level of engagement, not only on the part of the students, but also on the part of the module leader, who must be an active part of the simulation structure. Originality/valueThe consideration of a continuous process of grounding simulations in reality is one that has not been 2 explored by the existing literature, so it offers useful insights into practice that will be of value to both practitioners and theorists in the field. Keywords: Case Study INTRODUCTIONImplicit in the notion of simulations is that of a connection with the real-world: we seek to recreate some aspect of that world within a controlled environment, so that we might better understand what is happening. Thus, the question of how we validate that simulation is one that concerns all those involve in simulating. In this paper, we consider one particular aspect of this validation, using a case study drawn from a university degree programme in Politics, which aims to study the process of negotiation itself. In essence, the paper explores the tension between being simple and being realistic which Loveluck (1994) notes lies so ambiguously at the heart of simulations.Simulations have a long history as a teaching method, not only in Politics, but also in other fields, such as simulations, roles and topics are pre-defined and prescriptive, rather than organic and in continuing interplay with real-world events. Typically, students will debate responses to a fictitious (if credible) event, drawing on either position papers drawn up by module leaders or on more general research that students have conducted upon their subjects. In all cases, the approach delivers useful insights into the interaction of multiple political actors and highlights aspects that traditional qualitative and quantitative 3 research methodologies cannot fully explore (Johnson 1999). The case study considered in this paper follows a simila...

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