A business simulation game can make learning fun, but what makes it effective in fostering knowledge transfer to the actual work setting? A thematic analysis of qualitative responses from a diverse sample of former participants of an international strategy business simulation game uncovered meaningful pedagogical practices that enable classroom-workplace knowledge transfer of four critical higher-order cognitive skills, namely (1) the ability to articulate, (2) the ability to simplify information, (3) the ability to strategize, and (4) the ability to ‘think out of the box.’
This is a preview of subscription content, access via your institution.
Adobor, H., & Daneshfar, A. (2006). Management simulations: Determining their effectiveness. Journal of Management Development, 25(2), 151–168.
Avramenko, A. (2012). Enhancing students’ employability through business simulation. Education + Training, 54(5), 355–367.
Ben-Zvi, T., & Carton, T. C. (2008). From rhetoric to reality: Business games as educational tools. INFORMS Transactions on Education, 9(1), 10–18.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research Psychology, 3(2), 77–101.
Brauner, P., Philipse, R., & Ziefle, M. (2016). Projecting efficacy and use of business simulation games in the production domain using technology acceptance models. In C. Schlick & S. Trzcieliński (Eds.), Advances in ergonomics of manufacturing: Managing the enterprise of the future (pp. 607–620). Springer.
Chang, J. (2003). Use of business simulation games in Hong Kong. Simulation & Gaming, 34(3), 358–366.
Crookall, D., & Thorngate, W. (2009). Acting, knowing, learning, simulating, gaming. Simulation & Gaming, 40(1), 8–26.
Doyle, D., & Brown, F. W. (2000). Using a business simulation to teach applied skills: The benefits and the challenges of using student teams from multiple countries. Journal of European Industrial Training, 24(6), 330–336.
Fripp, J. (1997). A future for business simulations? Journal of European Industrial Training, 21(4), 138–142.
Gardner, B. S., & Korth, S. J. (1997). Classroom strategies that facilitate transfer of learning to the workplace. Innovative Higher Education, 22(1), 45–60.
Gegenfurtner, A., Quesada-Pallarés, C., & Knogler, M. (2014). Digital simulation-based training: A meta-analysis. British Journal of Educational Technology, 45(6), 1097–1114.
Gold, S. (2016). Design and effectiveness of a self-study pedagogical approach to using a simulation game in the classroom. Developments in Business Simulation and Experiential Learning, 43(1), 136–140.
Hager, P., & Hodkinson, P. (2009). Moving beyond the metaphor of transfer of learning. British Educational Research Journal, 35(4), 619–638.
Hallinger, P., Lu, J., & Showanasai, P. (2010). Learning to lead organizational change: Assessment of a problem-based simulation in Thailand. Educational Review, 62(4), 467–486.
Keeton, M. T., & Tate, P. J. (1978). Learning by experience—What, why, how. San Francisco: Jossey-Bass.
King, M., & Newman, R. (2009). Evaluating business simulation software: Approach, tools and pedagogy. On the Horizon, 17(4), 368–377.
Kirkpatrick, J. D., & Kirkpatrick, W. K. (2016). Kirkpatrick’s four levels of training evaluation. Alexandria, VA: Association for Talent Development.
Kolb, D. A. (1984). Experiential learning: Experience as source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
Lacruz, A. J., & Américo, B. L. (2018). Debriefing’s influence on learning in business game: An experimental design. Brazilian Business Review, 15(2), 192–208.
Lave, J. (1996). Teaching, as learning, in practice. Mind, Culture, and Activity, 3(3), 149–164.
Mala, D. (2017, April 7). Thai students still lag the rest: The ability to learn, analyse and think critically is sadly lacking in Thailand. The Bangkok Post. Retrieved March 7, 2019, from https://www.bangkokpost.com/learning/news/1228212/thai-students-still-lag-the-rest
Martin, D., & McEvoy, B. (2003). Business simulations: A balanced approach to tourism education. International Journal of Contemporary Hospitality Management, 15(6), 336–339.
Mayer, B. W., Dale, K. M., Fraccastoro, K. A., & Moss, G. (2011). Improving transfer of learning: Relationship to methods of using business simulation. Simulation & Gaming, 42(1), 64–84.
McKenna, R. J. (1991). Business computerized simulation: The Australian experience. Simulation & Gaming, 22(1), 36–62.
Muramatsu, J., Krabuanrat, T., Pongpanich, C., & Fujioka, T. (2013). Exploring current status of the usage of business simulation games in Thai’s business school. 広島大学マネジメント研究, 45–54.
Musselwhite, C. (2006). University executive education gets real. American Society of Training and Development, 60(5), 57–58.
Office of the National Education Commission (2003). Education in Thailand 2002/2003. Amarin Printing and Publishing. Retrieved March 10, 2019, from http://lms.bks.ac.th/lms/ebook/pdf/education03/pdf.pdf
Pongpanich, C., Krabuanrat, T., & Tan, K. H. (2009). Educator insight on simulations and games: A comparative study between business schools in Thailand and the UK. On the Horizon, 17(4), 323–329.
Prince, M., Burns, D., Lu, X., & Winsor, R. (2015). Knowledge and skills transfer between MBA and workplace. Journal of Workplace Learning, 27(3), 207–225.
Rogmans, T. (2016). Effective use of business simulation games in international business courses. AIB Insights, 16(2), 19–22.
Serdá, B.-C., & Alsina, Á. (2017). Knowledge-transfer and self-directed methodologies in university students’ learning. Reflective Practice, 19(5), 573–585.
Shah, G., & Cragin, J. (2015). Game on: Virtual reality in international business education. In V. Tara & M. Gonzalez-Perez (Eds.), The Palgrave handbook of experiential learning in international business (pp. 401–417). London: Palgrave Macmillan.
Szulanski, G. (1996). Exploring internal stickiness: Impediments to the transfer of best practice within the firm. Strategic Management Journal, 17(S2), 27–43.
Vlachopoulos, D., & Makri, A. (2017). The effect of games and simulation on higher education: A systematic literature review. International Journal of Educational Technology in Higher Education, 14(1), 1–33.
von Hippel, E. (1994). “Sticky Information” and the locus of problem solving: Implications for innovation. Management Science, 40(4), 429–439.
Weldy, T. G. (2009). Learning organization and transfer: Strategies for improving performance. The Learning Organization, 16(1), 58–68.
Wolfe, J., & Luethge, D. (2003). The impact of involvement on performance in business simulations: An examination of Goosen’s ‘know little’ decision-making thesis. Journal of Education for Business, 79(2), 69–74.
World Bank. (2016, November 10). Getting back on track: Reviving growth and securing prosperity for all. Thailand Systematic Country Diagnostic. Retrieved March 10, 2019, from http://documents.worldbank.org/curated/en/855161479736248522/pdf/110396-REVISED-v1-4-26-WB-TH-SCD-REPORT-BOOKLET-159PAGE-RevisedApr26.pdf
Zantow, K., Knowlton, D. S., & Sharp, D. C. (2005). More than fun and games: Reconsidering the virtues of strategic management simulations. Academy of Management Learning & Education, 4(4), 451–458.
Editors and Affiliations
Rights and permissions
© 2019 The Author(s)
About this chapter
Cite this chapter
Thoumrungroje, A., Racela, O.C., Chintakananda, A. (2019). Overcoming Knowledge Stickiness in International Business Simulation Games. In: Gonzalez-Perez, M.A., Lynden, K., Taras, V. (eds) The Palgrave Handbook of Learning and Teaching International Business and Management. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-20415-0_25
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-030-20414-3
Online ISBN: 978-3-030-20415-0
eBook Packages: Business and ManagementBusiness and Management (R0)