SIMULATION/EXPERIENTIAL LEARNING AUDIT Developments in Business Simulation & Experiential Exercises, Volume 8, 1981 273 SIMULATION/EXPERIENTIAL LEARNING AUDIT James W. Schreier, Marquette University Thomas Basuray, University of North Dakota ABSTRACT The development of an ASEBL-sponsored audit of simulation/experiential learning potential is explored in this workshop. Topics to be explored are interest in an audit, format, areas to be covered, and research areas relevant to the audit. Critical areas are: Student and Faculty attitudes, resources, administration, and evaluation. WORKSHOP OBJECTIVES 1. To propose and explore the idea of an ABSEL- sponsored SIMULATION/EXPERIENTIAL LEARNING AUDIT. 2. To explore the interests of ABSEL members and conference participants in a SIMULATION/EXPERIENTIAL LEARNING AUDIT. 3. To define the relevant audiences and format for the SIMULATION/EXPERIENTIAL LEARNING AUDIT, for example an ABSEL sponsored workbook and/or an ABSEL sponsored faculty development workshop. RATIONALE A review of ABSEL literature shows that a number of ABSEL members have been primarily concerned with the administration, development, and evaluation of experiential learning and simulation. Attempts to clarify issues related to administration, research in the area of experiential learning and simulation, development of a theory of learning in experiential models, and implementation of simulation experiential learning into a university curriculum have all been extensively explored among the ABSEL membership. These materials however, while in the mainstream of ABSEL’s research and practice, have never been put together in a single formats which would allow a new faculty member or a new organization to systematically explore the options, issues, and procedures to be taken to implement an experiential learning environment. The purpose of the simulation/experiential audit would be to assess the resources and potential that a college or university has to develop and use simulation and experiential learning materials in the classroom. Assessment devices, resource identification, administrative guidelines, and evaluation materials would all play a critical part in the audit format. The audit could take several different formats. The two most likely would be either an ABSEL sponsored workbook which would involve the audit exercises and resource material. A second option would be the development of a workbook in addition to the availability of an ABSEL member team which could visit a school and assist the school in assessing the various key areas in a faculty development workshop format. Areas to be assessed in the audit would include: 1. The attitudes of faculty members towards the use of experiential learning techniques. 2. The attitudes of students toward experiential learning methods. 3. The inventory of resources available to the college or university for implementation of an experiential learning/simulation format. 4. An identification of computer resources available and/or needed for computer simulation learning. The experiential learning audit would also include paper presentations and/or lectures in the workshop format and material on the fundamental areas of simulation/ experiential learning plus materials on selecting simulations implementing a simulation in experiential learning approach, an evaluation of simulation and experiential effectiveness. If conducted in a “faculty development” format this audit would be in itself an experiential learning exercise. The format of this workshop will be an exploration of the audit idea, an assessment of member interest in developing the audit and proposed areas of development. WORKSHOP OUTLINE I. Introduction II. The Idea of an ABSEL AUDIT III. Audit Consumers IV. Audit Components A. Faculty Skills and Attitudes B. Student Attitudes C. Material Resources D. Computer Recourses E. Evaluation Issues V. Action Planning VI. Conclusion Table of Contents Volume 8, 1981 The Promotion: Human Sexuality in Organization The Simulation of Chaos Leadership Development in a Simulated Urban/Suburban (U/S) Environment Tomed: A Computer Game Emphasizing Social Responsibility/or/why the Pop-Top Can? Integrated Brain Activity and the Manager's Job: Utilizing the Troika Model What does R2 Have to do with a Product Management Course? An Analysis of the Effects of Jungian Problem-Solving Style Dimensions on Marketing Decisions Bargaining Behavior in Personal Selling and Buying Exchanges Extending the Simulation Product Life Cycle A Generalized Algorithm for Designing and Developing Business Simulations Operationalizing a Test of a Model of the Use of Simulation Games and Experiential Exercises Pygmalion and Perception: An Experiential Exercise Behavioral Consequences of Reward Regarding Employee Absenteeism in an Industrial Setting: An Operant Conditioning Approach The Simlab Program: The Use of Experimental Simulation and Process Analysis for the Development of Management and Organizations Designs for Research on Simulation-Games, Cases, and Other Experiential Exercises The Role of Students in The Case Method Weaknesses in Research Design Critical Variables in Research on the Educational Value of Management Games Research Questions for Cases Research on the Learning Effectiveness of Business Simulation Games - A Review of the State of the Science The Effects of Valuation Techniques on Holding Cost During Inflationary Periods: A Simulation Exercise The Operations Simulation - A Study in Game Development Applying Guided Design to the Production/Operations Management Course: A Progress Report and Evaluation Terminal Data Entry and Retrieval Systems Simulations and Microprocessors Microcomputers and Related Technology for Simulation Gaming Microcomputers - A New Technology for Innovations in Business Simulations Microprocessor Controlled Interactive Video Simulation Business Game Design: From Theory to Practice The Success of a Computerized Simulation in Microeconomic Pedagogy The Test Preview Game: Applying the Game Show Format Providing a Real World View of the Personal Function: A Simulation Finding an Effective Means of Teaching Managerial Behavioral Skills: Two Different Experiential Teaching Methods Compared A Management Development Program Based on the Experiential Learning Model Participant Type Differences in Response to Experiential Methods: An Informal Look Preparing Student Groups to Participate in Experiential Group Projects: An Organizational Development Approach An Instrument for the Assessment of Learning Dimensions: A Progress Report of the Learning Dimension Scale (LDS) An Empirical Analysis Relating the Learning Style Inventory to Memory and Logical Ability Teaching Styles in Simulation Experiential Learning Versus Traditional Teaching Styles Student Perceptions of Effective Teaching Behaviors Problems in Evaluation of Experiential Learning in Management Education Students' Perceptions of Learning by Simulation A Relative Evaluation of Experiential and Simulation Learning in Terms of Perceptions of Effected Changes in Students Overview of Computer Based Business Games in Business Policy Classes Behavioral Decision Theory and Business Policy Giving Accounting Students Writing Experience as Job Preparation Getting to First Base with MBO: An exercise for Writing and Evaluating Objectives Dimensions of Conflict in Experiential Learning Consumer Alienation and Perceived Relevance of the Business Simulation Using the Self-Reference Criterion to Simulate Culture in Internationalized Business Course Experiential Learning in a Cross Cultural Setting- The Practice of Simulation Approach to Business Education in Japanese Universities Student' Perceptions of the Use of a Computerized Simulation in Teaching Management Information Systems Using the Case Study Approach to Develop a Microcomputer Bases, Fully Integrated, Data Base Driven, Management Information System The Case Study as a Tool for Organizational Change: Applying the Steel Ax to the Designers of Management Information Systems Toward a Theory of Teaching Business Policy A Case Study in the Use of Experiential Learning (A Management Game Simulation) to Enhance Student Understanding of Strategy Evaluation and Policy Formulation Suggestions for Integration of the Business Administration Core Publishing Opportunities and Requirements for Business Simulation and Experiential Learning Materials How do we Apply Experiential Learning Intercollegiate Case Competitions for M.B.A. Students: Initiation and Implementation Teaching Business Policy and Strategy Using the Incident Process The Learning Co-Op Approach to the Core Policy Course Meeting the Managerial Skill Shortage - Is Academia Up to It? An Empirical Analysis of Experiential Learning Reinforcement International Experiential Learning: Experience is the Best Teacher Encouraging Student Participation During International Academic Programs European Summer Study Program: Can you, Should you, What Does it Take? Travel Seminars in Europe: How can I Direct One? International Experiential Learning: Student Evaluation ABSEL: Empirical Findings on the State of the Association Sensitivity of Performance Scores in Business Simulations Improving the Learning of a Business Simulation Game by Increasing the Process Content Student Participation in Deciding Performance Criteria for Grading in an OB Course: An Exercise and a Case Study Markup for Profit: A Simulated Self-Administered Experience in Retail Pricing The Investment Decision Game: An Experiential Learning Approach to Stock Market Decisions Through Gaming CHIPS: A Marketing Channels management Game External Validation: An Experimental Approach to Determining the Worth of Simulation Games Teaching Performance Appraisal Skills: An Experiential Approach In Support of Experiential learning: Results of a Follow-Up Survey The Introductory Management Course: Taking Theory Application One Step Further Decision Efficiency and Effectiveness in a Business Simulation The Implications of Cognitive Processing Variables and the Complex Decision Simulating the Simulation for Enhanced Player Rationality Simulation/Experiential Learning Audit