<i>Evolution in Business Simulations: A Review of the SimVenture Evolution platform (www.simventure.co.uk)</i>, created by Paul and Peter HarringtonEvolution in Business Simulations: A Review of the SimVenture Evolution platform (<i>www.simventure.co.uk</i>), created by Paul and Peter Harrington, Simulation Ventures Ltd. York, UK.

Simmons, Emilee Lauran

doi:10.5465/amle.2017.0284

Cited by 2 publications

(1 citation statement)

References 5 publications

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“…Quadrant 2 refers to situations that might have happened, yet they remain non-actualized possibilities. The simulation of possible past worlds (along with the actual past) is a source of valuable knowledge to artificially nourish managers’ experience in the present (Simmons, 2017; Swain, 2017). Quadrant 3 encloses a future state of affairs, which will become the actual past.…”

Section: Connecting Simulations and Counterfactualsmentioning

confidence: 99%

What if? Fine-tuning the expectations of business simulation technology through the lens of philosophical counterfactual analysis

Eabrasu

2021

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Great technological leaps in computational capacity and machine autonomy have increased the business community’s expectations of simulators. In joining the conversation on simulators’ ability to reproduce the reality of actual, possible, past, and future worlds, this paper draws on the literature in analytical philosophy on counterfactuals. It identifies three functions of simulations (training, advising, and forecasting) and further inquires into their ontological and epistemological assumptions to show how they limit the quest for reality of higher-performance simulators in each of these three areas. This argument is not only meant to contribute to adjusting scholars’ and practitioners’ expectations and uses of simulations; it also calls for a more in-depth and critical study of the social implications of relying on them.

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Section: Connecting Simulations and Counterfactualsmentioning

confidence: 99%

What if? Fine-tuning the expectations of business simulation technology through the lens of philosophical counterfactual analysis

Eabrasu

2021

Organization

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Alternatives to the conventional ‘Oxford’ tutorial model: a scoping review

Balwant

Doon

2021

Int J Educ Technol High Educ

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In higher education, one commonly used teaching approach that is intended to develop deep learning is that of the ‘Oxford’ tutorial—a personalized Socratic approach in which an instructor discusses course-related issues with a handful of students. Even though this conventional tutorial model is well supported in the literature, it may be neglected by research-driven academics and is expensive to operate. The latter issue has placed tutorials in the spotlight because higher education institutions are facing huge funding cuts worldwide. In light of these problems, a scoping review was conducted to explore financially viable alternatives to the Oxford tutorial for management education. Articles in highly ranked management education and development academic journals were collected by searching these catalogs and compiling a database of 48 articles published in four premier journals. These articles were reviewed by two independent raters in order to arrive at 8 alternatives to the Oxford tutorial model that can achieve similar objectives of said tutorials while reducing costs. These alternative tutorial models all involve the application of information communication technologies to tutorials and include peer instruction, simulations and games, online collaborative learning, syndicates, flipped classrooms, communication systems, tailored learning, and portfolios. Challenges and implementation guidelines are explained for each alternative tutorial model.

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Cited by 2 publications

References 5 publications

What if? Fine-tuning the expectations of business simulation technology through the lens of philosophical counterfactual analysis

What if? Fine-tuning the expectations of business simulation technology through the lens of philosophical counterfactual analysis

Alternatives to the conventional ‘Oxford’ tutorial model: a scoping review

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