The relationship between business simulations in capstone management courses and standardized test scores

Blackford, Benjamin; Shi, Tiebing

doi:10.1016/j.ijme.2015.01.005

Cited by 16 publications

(8 citation statements)

References 43 publications

(70 reference statements)

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“…More recently, Mitchell (2004) implemented four new dimensions for the assessment of the effectiveness of teaching: diagnosis, strategy formulation, strategy implementation and strategic thinking. And finally, Blackford & Shi (2015) suggested a novel measurement of outcome that consisted of a standardized assessment of all disciplines related to the business field.…”

Section: Substantive Evaluations In Strategic Management Trainingmentioning

confidence: 99%

Not Another Boring Lecture: Engaging Learners with Active Learning Techniques

Wolff

Wagner

Poznanski

et al. 2015

The Journal of Emergency Medicine

214

155

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Section: Substantive Evaluations In Strategic Management Trainingmentioning

confidence: 99%

Not Another Boring Lecture: Engaging Learners with Active Learning Techniques

Wolff

Wagner

Poznanski

et al. 2015

The Journal of Emergency Medicine

214

155

View full text Add to dashboard Cite

“…Lean, Moizer, Warren (2015) contend that whilst there is a range of literature discussing the benefits of simulations, there is limited research evidencing the impact of their use. Earlier studies have focussed specifically on the link between simulation on experiential learning theories (Kachra and Schneitz, 2008;Hughes and Scholtz, 2015;Blackford and Shi, 2015). Aside from the use of practitioners within teaching of accounting course, the use of simulation is something which over the years has been said to increase performance and understanding of the accounting subject (Faria, 1987).…”

Section: Literaturementioning

confidence: 99%

Simulation – is it all worth it? The impact of simulation from the perspective of accounting students

Burdon

Munro

2017

The International Journal of Management Education

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“…Esto implica tener en cuenta las características personales que inciden en el desempeño del individuo y las características del grupo (Blackford & Shi, 2015).…”

Section: Reflexiones Con Relación a La Percepción Del Estudianteunclassified

“…Para responder a estas exigencias se deben proponer cambios que permitan ajustar los currículos y el estilo de enseñanza a los requerimientos de las empresas públicas o privadas que necesitan profesionales con diferentes habilidades (Blackford & Shi, 2015).…”

Section: Introducción ¶unclassified

“…(Nelson, Cook, & Raterink, 2013;Oehrtman et al, 2010;Quinot & van Tonder, 2014) "Capstone" es una herramienta útil para cursos en donde se requiera la toma de decisiones administrativas y desarrollo de estrategias gerenciales. (Blackford & Shi, 2015) "Capstone" brinda la posibilidad para que el estudiante se enfrente a situaciones propias de su ejercicio profesional y puede ser empleado como evaluación en un examen para otorgar título de maestría. (Oehrtman et al, 2010) "Capstone" puede ser empleado como un trabajo de investigación en donde el estudiantado se prepara para estudios graduados.…”

Section: Introducción ¶unclassified

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Consideraciones académicas y administrativas para implementación de Capstone en ingeniería civil: Estudio de caso

Serrano-Guzmán

Pérez-Ruiz

Torrado-Gómez

et al. 2017

Rev. Electr. Educare

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A capstone course is a culminating academic experience designed to encourage teamwork among students by applying their five years of classroom knowledge to solve realistic engineering problems. This emerging capstone experience demands academic and administrative changes to guarantee a satisfactory result within the time spared for this purpose. The main objective of this research is to assess students’ perception regarding the capstone project as a culminating academic experience, and to use the analysis results to propose academic and administrative changes required to support and guarantee the successful achievement of this type of final degree project. To reach this goal, an assessment instrument was prepared and applied to 47 students enrolled in a capstone course. The instrument allowed collecting information regarding problem-based learning experience, teamwork experience, and self-perception concerning students’ own behaviors and attitude during teamworking. On this regard, 87.2% of students considered capstone as a suitable final degree experience; however, it is challenging because it is known that student’s participation during teamworking is uncommon and usually just two students are committed. In spite of this, 86.2% of students considered that teamwork was satisfactory and 95.2% of them recognized that their self-behavior and attitude during teamworking was good. Based on the results we recommend to strengthen teamwork strategies among students, and to instruct teachers about assessment strategies to evaluate individual and teamwork performance of students. It is expected that these findings can help improve the capstone curriculum related to courses and their administration. These findings are also supposed to serve as a previous experience to those universities committed to include capstone as a culminating degree experience.

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The relationship between business simulations in capstone management courses and standardized test scores

Cited by 16 publications

References 43 publications

Not Another Boring Lecture: Engaging Learners with Active Learning Techniques

Not Another Boring Lecture: Engaging Learners with Active Learning Techniques

Simulation – is it all worth it? The impact of simulation from the perspective of accounting students

Consideraciones académicas y administrativas para implementación de Capstone en ingeniería civil: Estudio de caso

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