Hitting the Ground Running: Group Simulations within Business School Cohorts

Brown, David, Charity, Ian and Robson, Andrew (2019) Hitting the Ground Running: Group Simulations within Business School Cohorts. In: Pathways to Professionalism: Supporting HE students on the way to ‘work-readiness’- A multi-disciplinary collection aimed at enhancing learning gain and avoiding pitfalls in the field of employability. Springer, Cham, pp. 389-413. ISBN 9783030263416, 9783030263423

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Official URL: https://doi.org/10.1007/978-3-030-26342-3_25


Within an ever more marketised Higher Education (HE) landscape, business students are focusing increasingly on the Graduate Premium, balancing the costs of their programmes against expected benefits such as facilitated entry into, and progression within, fulfilling and well remunerated business careers. As such, educators are charged with differentiating their programmes from those of other institutions, not only to attract more applicants, but also to give their graduates a competitive advantage in the marketplace. The use of simulations as a learning and assessment strategy within business schools is widespread and growing. The purpose of this chapter is to analyse the debate surrounding the use of such technology, identifying pedagogical benefits and potential limitations, and to critique how such technology may be harnessed to provide more transparent pathways to professionalism for today’s diverse and demanding students. In particular, it considers some of the key challenges experienced by students in using simulations, as they adapt to the new social and learning cultures.

Item Type: Book Section
Uncontrolled Keywords: Masters’ business programmes, curriculum enhancement, simulations learner employability, skills development
Subjects: N100 Business studies
X300 Academic studies in Education
Department: Faculties > Business and Law > Newcastle Business School
Depositing User: Paul Burns
Date Deposited: 10 Jun 2019 09:45
Last Modified: 24 Sep 2021 03:30
URI: http://nrl.northumbria.ac.uk/id/eprint/39583

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