Simulations Versus Case Studies: Effectively Teaching the Premises of Sustainable Development in the Classroom

Prado, Andrea; Arce, Ronald; López, Luis; García, Jaime Andrés Correa; Pearson, A.

doi:10.1007/s10551-019-04217-5

Cited by 46 publications

(37 citation statements)

References 60 publications

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“…Simulation tasks have increasingly become an element of academic programme activities (Goi, 2019; Moizer & Lean, 2010). Studies have shown that students perceive simulation as a more effective teaching method than text-based case study and lecture (Farashahi & Tajeddin, 2018; Hallinger & Wang, 2020; Prado et al, 2020; Tunstall & Lynch, 2010). The operations and supply chain domain is particularly suited to simulation because it is concerned with the management of dynamic systems and processes, such as production, inventory control, or distribution.…”

Section: The Use Of Simulations In Operations and Supply Chain Managementioning

confidence: 99%

Optimising the Learning Potential of Simulations Through Structural Transparency and Exploratory Guidance

Capelo

Silva

2020

Simulation & Gaming

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Background. Simulation-based learning environments are used extensively to support learning in complex business systems. Nevertheless, studies have identified problems and limitations due to cognitive processing difficulties. In particular, previous research has addressed some aspects of model transparency and instructional strategy and produced inconclusive results. Aim. This study investigates the learning effects of using transparent simulations (that is, showing users the internal structure of models) and exploratory guidance (that is, guiding learners so they are able to explore the simulation by themselves, supported by specific cognitive aids) from a mental models perspective. Method. A test based on a simulation experiment with a system dynamics model, representing a supply chain system, was performed. Participants are required to use the simulator to investigate some issues related to the bullwhip effect and other supply chain coordination concepts. Results. Participants provided with the more transparent strategy and offered the more exploratory guidance demonstrated better understanding of the structure and behaviour of the underlying model. However, our results suggest that while exploratory guidance is a beneficial method for understanding both model structure and behaviour, making only the model transparent is more limited in its effect.

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Section: The Use Of Simulations In Operations and Supply Chain Managementioning

confidence: 99%

Optimising the Learning Potential of Simulations Through Structural Transparency and Exploratory Guidance

Capelo

Silva

2020

Simulation & Gaming

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“…Methodologies that give a central role to the skills and knowledge proposed by ESD [69]. The idea is that students cease to be merely 'recipients of knowledge' who play a passive role in their education, and instead become 'producers of knowledge'.…”

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confidence: 99%

Assessment of the Quality Education Awareness Competence of Pre-Service Educators Using Vignettes

2020

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For decades, higher education institutions have been incorporating sustainability principles. Spanish universities have considered it important that sustainability principles are integrated into the university curriculum, in order to contribute to the education of socially-responsible professionals. The present research aims to estimate pre-service educators’ awareness of selected challenges posed by Sustainable Development Goal 4 (SDG 4), and it identifies the learning experiences that contribute the most to these students’ awareness of quality education. Moreover, the study aims to explore the potential of the use of the vignettes approach for the evaluation of students’ awareness. The study drew on a sample of n = 202 first year students pursuing education-related degrees at a Spanish university. The data was collected using a vignette survey, and the data analysis was conducted using quantitative and qualitative techniques. The results show a high degree of awareness within the context of most of the challenges posed by SDG 4 and, in the search for the factors that contributed to the degree of awareness in the students, personal interests and classes taken at the university stand out. In addition, the study provides the methodological implications of the use of the vignette approach in the assessment of students’ awareness. This paper discusses the practical implications for universities of the integration of Education for Sustainable Development (ESD) competences into the curriculum.

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“…We wanted to test how undergraduate university students of Economics from three Hungarian universities prioritize SDs at three spatial levels and also how they rank nine SWB dimensions. The question format we created was intended to simulate real-life decision-making processes [101] necessarily characterized by restrictions on allocable resources. Weighing the various dimensions of the two examined domains against each other, students were forced to take a wholistic view of the decision-making challenge [102].…”

Section: Discussionmentioning

confidence: 99%

Sustainability and Subjective Well-Being: How Students Weigh Dimensions

et al. 2019

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Sustainability and Subjective Well-Being (SWB) are strongly interrelated domains. The way students view them and prioritize their dimensions should be factored into curricular developments in education for sustainability. Instruments developed to examine sustainability and SWB preferences typically use rating scale items to measure dimensions as separate entities. In contrast, the question format used in this study forces the students to rate variables in relation to each other. The sum of both SWB and sustainability variables was fixed, which means that increasing the weight of a priority automatically meant a decrease in the weight that could be allocated for the remaining elements. Two-block Partial Least Squares (PLS) modelling was used to examine how pre-defined SWB and sustainability dimensions behave when handled within the same model. It was found that those who ordered the three sustainability dimensions as Environment > Society > Economy tended to rank SWB dimensions as (Relations with others, Inner peace) > (Health, Close to nature) > (Good job, Leisure). Our research proved that the use of question formats resembling real-life resource allocation dilemmas and the treatment of SWB and sustainability as one system can yield invaluable information for the educational process.

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Simulations Versus Case Studies: Effectively Teaching the Premises of Sustainable Development in the Classroom

Cited by 46 publications

References 60 publications

Optimising the Learning Potential of Simulations Through Structural Transparency and Exploratory Guidance

Optimising the Learning Potential of Simulations Through Structural Transparency and Exploratory Guidance

Assessment of the Quality Education Awareness Competence of Pre-Service Educators Using Vignettes

Sustainability and Subjective Well-Being: How Students Weigh Dimensions

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