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Snow, Gehlen, and Green (2002) investigated whether the manner in which the simulation experience is introduced has any influence on students' attitudes, confidence or learning. When the simulation was integrated into the course throughout the term, students' confidence in their ability to play the game, the importance they placed on trying, and the effort they reported making was higher than when the simulation was a stand-alone experience. Evaluation of learning from simulation can include peer assessment, self-assessment and formative and summative techniques that provide insight into students' progress during the simulation (Hertel and Millis 2002). In a review of all research presented at Association for Business Simulation and Experiential Learning conferences over the past 25 years, Faria (2001) found that: students have more positive attitudes toward learning from business games than from other teaching approaches, greater instructor involvement improved student performance, more cohesive teams performed better than less cohesive teams, a positive attitude and commitment to the simulation improved performance, and teams in high simulation/game grade-weighted sections outperformed teams in lower grade-weighted sections. (Snow, Gehlen and Green 2002: 527) Simulation is frequently used in Australian business teaching. Examples Industry Simulation: Assessment Centre Industry Simulation: Trading Rooms Industry Simulation: Queensland University of Technology's Securities Dealing Room (SDR) Industry Simulation: Financial Markets Trading Simulator Industry Simulation: Modelling Workplace Artefacts Industry Simulation: Role Plays Industry Simulation: Capstone Simulation Good Practice Principles • Design the simulation as a problem-solving approach to learning that places students in realistic, problem-based scenarios • Outline where simulations can play a role in achieving alignment of student learning with graduate attributes • Provide regular forums for engaging with industry and the professions to facilitate dialogue, awareness and progression of key issues related to the use of simulations Enablers • Support (time and resources) from all levels of the university and Business School executive • Commitment of teaching staff to work together for a common goal with collegial support • Continuing access to industry-standard software data, information and personnel Impediments • IT systems' restrictions/limitations and the high level of support needed for some simulations • Knowledge of teaching staff of IT systems for simulations that require technical expertise • Lack of dedicated teaching spaces that adequately support simulations Industry Engagement • Development of long-term reciprocal arrangements and partnerships • Access to current data through professional associations • Promotion and demonstrations of industry capabilities through the use of simulations Print this page | Privacy | Disclaimer |© Copyright 2010 | page visits: 5
Home Welcome A L T C Project Professional Learning Types Teaching Approaches Good Practice Principles Enablers & Impediments Overview Industry Case Study Industry Simulations Industry Practitioner Delivered Content Industy Mentoring Industry Study Tour Industry Placement Industry Competition Industry Project References Industry Practitioner Delivery Industry practitioners engage in the teaching program to deliver specialised lectures, present in seminar series, conduct professional development workshops or participate in assessment of student projects and presentations. Background A common approach to integrating contemporary business practice and issues into the business curriculum is direct engagement with industry practitioners. This often takes the form of embedding industry practitioners in the teaching program. Industry practitioners deliver specialised lectures, present in seminar series, conduct professional development workshops and participate in assessment of student projects and presentations. They also participate in cyclical curriculum reviews via program advisory or external review committees. While guest lecturing by industry practitioners is a frequent enough occurrence, the integration of industry practitioners into curriculum delivery is relatively underdeveloped in Australia. In the United States 'industry adjuncts' have traditionally complemented the theoretical curriculum delivered by academic faculty with practice-based real-world perspectives. In Australia embedding industry practitioners to supplement and complement academic teaching staff is extending beyond the fields of medicine and law so that we now see the appointment of 'adjuncts' and 'fellows' in business faculties and schools. There appears to be no consistent use of the terms in Australian business faculties. Nomenclature aside, these appointments usually aim to strengthen university connections to industry, government and the community. Industry adjuncts contribute in a range of ways to business faculty activities: delivering specialised lectures and seminars; supervising research students; developing case studies or business problem-solving challenges; undertaking collaborative research; enhancing industry, government and community networks; and providing strategic advice to university management. The intensity of the industryâ€“university relationship can range from a one-off or ad hoc guest lecture by a business practitioner to the more formal, long-term relationship embodied in fellowships and adjunct appointments. Industry practitioners are sometimes employed as sessional or casual staff, contributing to the educational program for the whole of the designated teaching period. One of the challenges in engaging industry practitioners on a regular basis is balancing the ongoing commitment to their primary position with the demands of teaching and the institutional requirements of another workplace. A more systematic approach to embedding practitioners into business education may require collaboration at an organisational level where universities or faculties enter into collaborative partnerships to design, deliver and evaluate business curriculum. Geary, Kutcher and Porco (2010) suggest that collaborative partnerships between universities and business might be an effective way of addressing staff shortages in disciplines like accounting. Geary documents the experience of a pilot Partner Teaches Program in the United States where practising accountants from a public accounting firm deliver specific subjects in a university accounting program. He concludes that 'properly selected partners, matched with the demands of a particular course and properly prepared, supported, and integrated into the curriculum, can make significant positive contributions to accounting education' (199). Weisberg (2009) suggests universities look to adjuncts as a source of teaching innovation, as they have vast experience in the business world and competence in leading technologies and methodologies. According to Wallin (2008) adjunct and part-time faculty represent up to two-thirds of academic staff at community colleges in the United States. With this growing dependence on adjuncts and part-time teachers (as much as 50% of faculty at some universities), Rogers, McIntyre and Jazzar (2010) note that universities need to develop strategies to better induct and support adjunct faculty. They suggest a mentoring program focusing on four primary needs: professional development, effective communication, fostering workâ€“life balance and forming relationships (the last being particularly difficult in an online learning environment). In one of the few evaluations of the impact and benefit of adjuncts in higher education, Bettinger and Long (2010) explore student interest and academic performance relative to using full-time faculty. The research suggests that adjuncts have a small but positive effect on subject selection, particularly in occupation-related fields of study. In an earlier study the authors found that 'adjunct and graduate assistant instructors generally
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Thinking Simulations based around c
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