ABSEL Marketing Communications Plan Page 313 - Developments in Business Simulation and Experiential Learning, volume 38, 2011 ABSTRACT A marketing communications plan (Mar-Com Plan) is pro- posed for ABSEL to increase participation at its annual meetings and attract more non-conference members. A description of ABSEL and its target markets are presented along with responses from a membership survey adminis- tered in 2009. Data on conference attendance and distance travelled to conferences provide additional background and rationale for the recommended plan. A detailed sched- ule of communication pieces (e-mails and newsletters), their purpose, and intended target audiences is presented along with a suggested timeline. MARKETING COMMUNICATIONS PLANS Marketing communications are the methods used by organizations to “inform, persuade, and remind consumers – directly or indirectly – about the products and brands they sell" (Kotler & Keller, 2009, p. 470). Integrated marketing communications is the “coordination of every communica- tion from a firm to a target customer to convey a consistent and complete message” (Perreault & McCarthy, p. 322). The process of identifying a target audience, choosing the communication objectives and message, selecting the meth- ods of communication, developing a timeline, and consid- ering budget constraints evolve into a formal document known as a marketing communications plan (Mar-Com Plan) (Kennaugh, 2010). Mar-Com Plans can be thought of as the voice of a company and “must start with a clear tar- get audience in mind” (Kotler & Keller, 2009, p. 476). A target market is a group of buyers who share com- mon needs that a firm aims to satisfy (Armstrong & Kotler, 2009, p. 177). Narrowing down to a specific target group allows for marketing to be more effective and for a firm to better serve its clients. Demographic factors such as age, gender, and economic status are commonly used to identify target audiences. Once identified, the organization identi- fies the group‟s buying habits and product preferences. In addition, it is helpful to learn how these customers prefer to receive information about product offerings and use infor- mation during the buying process (Kennaugh, 2010). De- veloping a Mar-Com Plan guides an organization in an- swering the following questions: What should be said? How should we say it? and Who should say it? (Kotler & Keller, 2009). COMMUNICATION METHODS Organizations use the following methods of communi- cation with its target markets: advertisements; sales promo- tions events; public relations; direct marketing; interactive methods; word-of-mouth; and personal selling (Kotler and Keller, 2009) Advertisements can include billboards, bro- chures, print ads, etc. As with most forms of communica- tion advertising usually requires some type of payment and is considered non-personal since the message is set. While costly, the main benefit to advertising is its ability to reach a large audience with a standard message. Sales promo- tions, such as rebates, are short-term incentives used to motivate customers to purchase a product. Events include any activities and/or programs designed to encourage a „brand-related interaction‟ (Kotler & Keller, 2009, p. 472). This method often combines sales promotion and personal selling. Events can be costly and tend to re- quire a great deal of preparation prior to implementation. Publicity and Public Relations typically revolve around a company‟s image and usually involve community activities including press releases, event sponsorship, charitable do- nations, and consumer information (Fisk, Grove, & John, 2008; Solomon, Marshall & Stuart, 2009). The effective use of public relations as part of a Mar-Com Plan allows for a company to present a positive image to the pub- lic. Direct Marketing uses direct lines of communication to reach target audiences. E-mails, Internet, telephone and postal mail are all considered direct forms of communica- tion. Using these methods, the organization can target se- lect groups and tailor messages to specific needs. While direct marketing can be the most costly it is also be the most cost effective because it targets the message and method to an audience. Interactive marketing is typically Internet-based and used to engage buyers. It includes such methods as mail- ings, e-mails, blogs, and web sites (Kotler & Keller, 2009, p. 473). It is similar to direct marketing in that it can be ABSEL MARKETING COMMUNICATIONS PLAN Annette L. Halpin Arcadia University halpin@arcadia.edu Sara Viscusi Arcadia University sviscusi@arcadia.edu mailto:halpin@arcadia.edu mailto:sviscusi@arcadia.edu Page 314 - Developments in Business Simulation and Experiential Learning, volume 38, 2011 tailored to specific segments of the market. Word-of- mouth, another powerful element of a marketing communi- cations effort, has been described as “the most effective and authentic brand marketing communication method” (Calabro, 2005). It is considered the least expen- sive form of communication but can be the least controlla- ble. Word-of-mouth can be done either face-to-face or via the Internet and while the cost may be appealing the re- sponse can be either positive or negative depending on how the organization is perceived by consumers. Personal Sell- ing is one-on-one communication between the buyer and seller and tends to be face-to-face. Included in this category are presentations, meetings, and appearances at industry trade shows (Kotler & Keller, p. 473). In summary, a suc- cessful Mar-Com Plan focuses on the message as well as the method of communication with a target market. ABOUT ABSEL ABSEL is a not-for-profit organization consisting mainly of business professors, consultants, and researchers interested in promoting experiential learning and simula- tions in the teaching of business concepts. As stated in its mission, the organization‟s efforts are intended “to advance learning by encouraging the use, development, research, and assessment of simulations and experiential methods as applicable to the business environment” (www.absel.org). The organization has been meeting formally each year since it held its first conference in Oklahoma City, Okla- homa in1974. The annual meeting offers individuals the opportunity to share their knowledge and experience with others in an intimate setting. Seventy to ninety-five profes- sionals attend the annual meeting each Spring which offers four tracks for papers and presentations. These include: Simulations; Experiential and Innovative Methods; Online Education; and Games (Ready-to-Play) (www.absel.org). Membership benefits in ABSEL vary depending on one‟s level of involvement. Individuals who attend the an- nual meeting can attend all sessions, receive the Bernie Keys Library (a word-searchable CD-Rom with proceed- ings from all ABSEL meetings and other publications), and receive a one-year subscription to the journal Simulation and Gaming. For those who do not attend the annual con- ference, there are two levels of involvement. The Full Non- Conference Membership includes the CD-Rom and the journal ($100) while the Limited Non-Conference Mem- bership includes the CD-Rom only ($60). ABSEL members are involved either as researchers or users of simulations and experiential learning tools and find that the annual con- ference provides a supportive setting in which to share their work. Attendance at ABSEL conferences varies depending on the year and location. The range of attendance in recent years (70-95) has resulted in some uncertainty about the Figure 1 Page 315 - Developments in Business Simulation and Experiential Learning, volume 38, 2011 future of the organization. While the goal of each confer- ence is to attract roughly 100 people, this has yet to be achieved on a consistent basis. Attendee data from the 2010 (Little Rock, Arkansas) and 2005 (Orlando, Florida) con- ferences provide some insight into the attendance records of conference attendees. Figure 1 (below) shows the per- centage of attendees in 2010 and 2005 who participated in ABSEL‟s conferences in the previous five years. As indi- cated, of those attending the 2010 conference, 39% at- tended four or five times in the previous half decade. Of those attending the 2005 conference, the corresponding percentage was 37%. When we include those who attended three or more of the previous five conferences the percent- ages show more frequent attendance by recent attendees – 49% in 2010 and 41% in 2005. The category representing the single largest percentage of attendees is first-time atten- dees. Those figures were 31% in 2010 and 38% in 2005. In reviewing this data it appears that there is a commit- ted core of ABSEL participants yet that number has not been large enough to guarantee conference attendance at a level that strengthens the organization financially and posi- tions it as a leading research body in management educa- tion. Attendance in 2005 was strong, twenty-five percent greater than in 2010, perhaps due to location, Florida. More people attended that conference and a higher percentage of attendees was first-time participants (38% versus 31% in 2010). An appealing climate and ease of access by air might be considerations in selecting future conference loca- tions. However, there may be another, more significant factor contributing to the difference in attendance between the two periods. Economic conditions beginning in 2008 and continuing through the current year have resulted in reductions in budgets for faculty travel at many colleges and universities. Consultants are likely to have been af- fected in similar ways which may account for lower atten- dance at ABSEL‟s conference in 20101. The proposed Mar- Com Plan suggests that a targeted series of communica- tions is needed to solicit new members and, more impor- tantly, to encourage past members to strengthen their in- volvement with ABSEL. The authors recommend that the suggested Mar-Com Plan be adopted by ABSEL‟s board for implementation immediately after the 2011 conference. ABSEL’S TARGET MARKETS ABSEL‟s target markets include business professors, business consultants, game developers, and Business Deans/Department Chairs. In 2009, an electronic survey was administered to recent conference attendees requesting feedback about ABSEL activities (ABSEL, 2009). E-mail addresses for participants were extracted from the database maintained by the Executive Director. Some eighty-eight responses were received yielding the following informa- tion. Roughly 83% of attendees view themselves as profes- sors while another 10% classified themselves as entrepre- neurs. In response to a question about promotion at their institutions, „Teaching‟ was noted as the primary criterion for evaluating faculty (35% of respondents). „Research‟ was next (28%) followed closely by „Teaching and Re- search‟ (26%). When asked about the number of years they have been using simulations and experiential exercises, 39% of respondents (33 people) indicated more than 20 years. Roughly 32% have been using these tools for 11 to 20 years while 21% indicated 6-10 years. If this data are representative of the organization as a whole ABSEL mem- bers have had a long-term commitment to incorporating simulation and experiential exercises in their teaching of business concepts. Here are detailed descriptions of each of ABSEL‟s target markets. Business Professors. Business professors join ABSEL to learn of hands-on methods to teach business concepts to their students. ABSEL provides a forum to understand and share research conducted on topics related to the develop- ment and use of simulations and experiential exercises. At the annual conference this target group is able to interact on a one-on-one basis with professionals who share their inter- est in developing and using simulations and/or experiential exercises. This target group consists of 60-80 members annually. Business Consultants. Business consultants participate in ABSEL to understand and share research conducted on topics related to the development and use of simulations and experiential exercises. They learn hands-on methods that can be shared with clients in their consulting practices. Consultants who attend ABSEL‟s annual conference inter- act on a one-on-one basis with professionals who share their interest in developing and using simulations and/or experiential exercises. This target group consists of 10-20 members annually. Game Developers. Game developers participate in ABSEL to understand and share research on the development and use of simulations. They learn how users of their games integrate them into their teaching/training and work with users to improve their products. Game developers who at- tend ABSEL‟s annual conference interact on a one-on-one basis with professionals who share their interest in develop- ing and using simulations. This target group consists of 5- 15 members annually. Business Deans/Department Chairs. Business Deans/ Department Chairs participate in ABSEL to learn hands-on methods to teach business concepts and to support faculty interested in developing and upgrading their teaching tech- niques. This segment is also responsible for assessing and reporting student learning outcomes in their programs. Business Deans/Department Chairs who are involved at ABSEL share an interest in the development and use of simulations and/or experiential exercises. This target group consists of 5-15 members annually. 1 Attendance in March 2008 (Charleston, SC) and March 2009 (Seattle, WA) was 82 and 74, respectively. Page 316 - Developments in Business Simulation and Experiential Learning, volume 38, 2011 ABSEL’S CURRENT METHODS OF COMMUNICATION Currently ABSEL uses its website (www.absel.org), e- mail, and occasional advertisements in the journal Simula- tion and Gaming to connect with its target groups. While these techniques have been cost effective and, to some de- gree, successful, it does not appear that these methods are adequate to stimulate growth in the organization and im- prove conference attendance, paper submissions, and/or membership. With these goals in mind, the following com- munications effort is proposed. ABSEL MARKETING COMMUNICATIONS PLAN The major goal of ABSEL‟s marketing communica- tions plan (Mar-Com Plan) is to attract a greater number of people from each target group to become members. The focus is on generating a greater number of paper submis- sions each year, increasing overall attendance at the annual conferences, and attracting more non-conference members. Additionally, keeping existing members connected with ABSEL year after year is another goal of this effort. Feedback from the 2009 survey indicates that a lack of economic resources at home institutions, distance to AB- SEL conferences, and attractiveness of conference location may contribute to members not participating on a consis- tent basis. Since many professors receive support for at- tending only one conference per year, ABSEL is sometimes viewed as a „secondary‟ conference, not the first choice by its membership. In the 2009 survey noted above, 49% of respondents agreed in some way to the following statement, “My travel budget is very limited and if I attend an ABSEL conference, I cannot attend another national meeting”. Without adequate funding, professors lack the economic resources to attend one or even two conferences on their own. This is one of ABSEL‟s greatest challenges - to con- vince professors and deans that involvement in ABSEL is a worthwhile endeavor. The message must be clear. With a focus on teaching pedagogy and student engagement, pro- fessors, students, deans, and institutions benefit greatly from research conducted at ABSEL. Travel distance to ABSEL‟s conference has sometimes been cited as a challenge for attendees since greater dis- tance tends to correspond with greater travel expenses. Fig- ure 2 (below) shows distance travelled by attendees for the 2010 and 2005 conferences. In 2010, 71 of 72 attendees supplied address information. In 2005, all attendees (90) supplied information. In 2010 the average miles traveled to Little Rock was 1,932 miles. Three percent of attendees travelled between 0 and 150 miles and 13% came a distance of 151 to 500 Figure 2 Page 317 - Developments in Business Simulation and Experiential Learning, volume 38, 2011 miles (16% travelled 500 miles or less). The longest dis- tance travelled by anyone to Little Rock was 8,154 miles. In 2005, average miles travelled was 1,829, roughly the same as in 2010. Seven percent travelled between 0 and 150 miles and 12% came a distance of 151 to 500 miles (19% travelled 500 miles or less). In each year, the largest percentage of people travelled between 501 and 1,000 miles to attend the conference (41% and 38%, respec- tively). As evidenced from attendance figures presented in Figure 1 (above) there is a core group of ABSEL members willing to travel to the annual conference regardless of lo- cation. However, this number is below a level needed to sustain ABSEL long-term. From the data in Figure 2, there appears to be an untapped segment of the market that might find ABSEL an attractive professional association. The percentage of attendees traveling 150 miles or less consti- tutes a small proportion of those attending ABSEL (less than 8% each year). A focused communication plan target- ing professionals in the immediate area of the conference might prove beneficial. The communications methods that best suit the capa- bilities and resources of ABSEL include direct marketing, interactive marketing, and word-of-mouth marketing. Di- rect marketing (e-mails) is the most cost effective method and should work well considering ABSEL‟s limited budget for promotion. Interactive Marketing and word-of-mouth marketing are also cost effective and can generate interest in the organization with the use of referral programs, testi- monials, and internet communications like blogs (Calabro, 2005). In formulating a Mar-Com Plan for ABSEL, the fol- lowing three categories were developed for classifying AB- SEL participants and generating lists of objectives:  Conference Attendees (Business Professors and Con- sultants) o First Time o Multi-Year  Accepted Authors  Business Deans/Chairs of Business Programs OBJECTIVES OF ABSEL’S MAR-COM PLAN · Conference Attendees (Business Professors and Con- sultants) o First-Time § Recognize their attendance for the first time § Solicit paper submission for next conference § Encourage conference attendance in follow- ing years § Further their understanding of the value of simulations and experiential exercises § Provide methods of connecting with other ABSEL members o Multi-Year § Recognize multi-year attendance § Solicit paper submission for next conference § Request participation as reviewer of submit- ted papers § Encourage conference attendance in follow- ing year § Request participation in governance of AB- SEL § Encourage conference attendance in follow- ing year § Further their understanding of the value of simulations and experiential exercises § Provide methods of connecting with other ABSEL members ● Accepted Authors § Notify authors that paper/presentation was accepted § Request that paper/presentation document be prepared using guidelines for publication in Bernie Keys Library (BKL) § Inform authors that one author must attend conference § Encourage conference attendance by all au- thors  Business Deans/Chairs of Business Programs § Introduce ABSEL to these administrators § Suggest that faculty development funds are appropriate to use to support learning about simulations and experiential exercises § Promote the savings on travel for institutions local to the conference § Request that Deans/Chairs encourage their faculty to submit papers for the annual con- ference § Encourage attendance by faculty members who want to learn more incorporating simula- tions and experiential learning into their busi- ness curriculum § Further their understanding of the value of simulations and experiential exercises METHODS AND TIMING OF COMMUNI- CATIONS The methods of communication recommended for use by ABSEL include e-mails, newsletters, the organization‟s website, and the journal Simulation and Gaming. E-mails are a fast and cost-effective method of communicating with current and prospective members. Newsletters provide gen- eral non-targeted information about simulations, experien- tial exercises, teaching methodologies, and issues in higher education (related to business programs). They can also include solicitations for member participation in ABSEL activities (conference paper reviewer, track chair, board membership, etc.) and reminders about upcoming confer- Page 318 - Developments in Business Simulation and Experiential Learning, volume 38, 2011 ences. ABSEL‟s website should be the primary source of information for current and prospective members. All other communication methods should drive viewers to the web- site where organization information is provided. The jour- nal Simulation & Gaming provides advertising space to ABSEL once per year at no charge. The message in this ad should be related to the annual conference and include link to ABSEL‟s website where they can learn more about the organization. Table 1 (below) displays ABSEL‟s Communications Timeline for e-mails and newsletters to each of its target groups. This correspondence will originate from the Presi- dent of ABSEL and require the involvement of ABSEL‟s board to develop, implement, and manage it successfully. Many of these items are time sensitive since the informa- tion refers to deadlines for paper submissions, conference registration, etc. At ABSEL‟s 2011 conference in Pensa- cola, Florida the authors will present to ABSEL‟s board a flash drive with drafts of all proposed e-mails and a tem- plate for the newsletter. If approved, communication with each target group can begin March 31, 2011. CONCLUSION ABSEL has an impressive history of research in and ex- perience with simulations and experiential learning in busi- ness education. Building on this tradition, the organization has an opportunity to strengthen its membership by adopt- ing the recommended Mar-Com Plan. This document offers guidelines to ABSEL‟s leaders by describing each target group, suggesting which messages to create, and proposing a timeline for each communication. In addition to adopting a moreformal approach to communicating with its mem- bers, ABSEL might consider the following when planning its annual conference - schedule conferences in more densely populated areas to benefit from greater numbers of professionals and business programs and/or consider loca- tions that provide vacation opportunities for ABSEL mem- bers and their families. As an additional suggestion, creat- ing ties with institutions whose missions indicate a commit- ment to teaching excellence will benefit ABSEL as it seeks to become larger and more recognized for its work. The adoption of a Mar-Com Plan, while potentially valuable, cannot replace what is essential to any organiza- tion‟s success, offering a product of value to a market. As stated by T. Yeshin (2004, p.3), “Marketing communica- tion represents the single most important opportunity for companies to convince potential consumers of the superior- ity of their products and services”. ABSEL‟s record of de- veloping and using innovative methods in the teaching of business is central to why the organization exists. This must be its primary message. REFERENCES ABSEL Membership Survey, 2009. Armstrong, G., & Kotler, P. (2009). Marketing: an intro- duction. Upper Saddle River, NJ: Pearson Prentice Hall. Calabro. S. (2005, February 1). Branding Tips. Boston, MA, USA. Retrieved from LexisNexis. Fisk, R.P., Grove, S. J., & John, J. (2008). Interactive Ser- vices Marketing. Boston, MA: Houghton Mifflin Com- pany. Kennaugh, C. (2010, May 17). Developing a marketing communications plan. Retrieved from Microsoft Office Online: http://office.microsoft.com. Kotler, P. & Keller, K.L. (2009). Marketing Management. Upper Saddle River, NJ: Pearson Prentice Hall. Perreault, J.W. (2006). Essentials of Marketing: a global- managerial approach. Boston, MA: McGraw-Hill Ir- win. Solomon, M.R., Marshall, G.W., & Stuart, E.W. (2009). Marketing: real people real choices. Upper Saddle River, NJ: Pearson Prentice Hall. Yeshin, T. (2004). Integrative Marketing Communication: The Holistic Approach. Burlington, MA: Elsevier But- terworth-Heinemann. Page 319 - Developments in Business Simulation and Experiential Learning, volume 38, 2011 ABSEL’s Communications Timeline Table 1 Schedule of E-Mails and Newsletters First Time Attendees ( Members & Consultants) Multi-Year Attendees (Members & Consultants) Accepted Authors Business Deans/ Chairs March 31 First Time Attendee Thank You Thank You for Attending Conference Thank You for Submitting/ Pre-senting Paper Thank You for Attending/Sending Faculty to Conference April 1 Call for Papers Call for Papers Call for Papers Intro. to ABSEL May 1 Call for Papers Reminder; Newsletter 1 Call for Papers Reminder; Newsletter 1 Call for Papers Reminder; Newsletter 1 Call for Papers; Newsletter 1 June 1 Call for Papers Reminder Call for Papers Reminder Call for Papers Reminder Call for Papers Reminder July 1 Call for Papers Reminder; Link to Conference Infor-mation on Website Call for Papers Reminder; Link to Conference Infor-mation on Website Call for Papers Reminder; Link to Conference Infor-mation on Website Call for Papers Reminder; Link to Conference Infor-mation on Website Aug 1 July Repeat July Repeat July Repeat July Repeat September 1 Paper Due Date; Link to Submission Instructions on Web- site; Newsletter 2 Paper Due Date; Link to Submission Instructions on Web- site; Newsletter 2 Paper Due Date; Link to Submission Instructions on Web- site; Newsletter 2 Paper Due Date; Link to Submission Instructions on Web- site; Newsletter 2 October 1 September Repeat September Repeat September Repeat September Repeat November 1 Urgent – Submission Deadline & Links Urgent – Submission Deadline & Links Urgent – Submission Deadline & Links Urgent – Submission Deadline & Links 1 Week Prior to Paper Submission Deadline November 1 Repeat November 1 Repeat November 1 Repeat November 1 Repeat December 1 Conference Registration Information – Link to Website Conference Registration Information – Link to Website Congratulations on Acceptance; Paper Revision and Sub-mission Guidelines/ Due Date Conference Registration Information – Link to Website December 15 Conference Registration and Hotel Information – Deadline; Link to Website Conference Registration and Hotel Information – Deadline; Link to Website Conference Registration and Hotel Information – Deadline ;One Au- thor Must Attend; Link to Website Conference .Registration and Hotel Information – Deadline; Link to Website January 1 December 15 Repeat/ Newsletter 3 December 15 Repeat/ Newsletter 3 December 15 Repeat/ Newsletter 3 December 15 Repeat/ Newsletter 3 February 1 Urgent - Conference and Hotel Regis- tration Deadlines Urgent - Conference and Hotel Regis- tration Deadlines Urgent - Conference and Hotel Regis- tration Deadlines Urgent - Conference and Hotel Regis- tration Deadlines March 1 February Repeat February Repeat February Repeat February Repeat Table of Contents Volume 38, 2011 Simulated Tabletop Exercise for Risk Management - Anti Bio-terrorism Scenario Simulated Tabletop Exercise From Business Games to Simulations - Simuworlds & Microworlds Demand Equation Redux: The Design and Functionality of the Gold/Pray Model in Computerized Business Simulations Managing Client-Based Learning: Insights from Successful Teaching Project Courses in Marketing Tracking Forecast Error Type, Frequency and Magnitude with the Forecast Error Package Responding to Facilitate Collaboration Simulating Sudden Change and the Value of Timely Information Managing Human Resources Simulation A Study on Collectivism and Group Decision-Making: An International Comparison of Japan, China, and Russia Using a Gaming Simulation The Use of Management Games in the Management Research Agenda Gaming On-Line: A Simulation Application Positioning and Performance in Simulated Networks Supply Chain Management: A Simulation Application Simulation as a Teaching Method in Strategic Management Distance Studies Entrepreneurship: A Game of Risk and Reward Phase II: The Start-Up Return to the Paradise Islands: From Confrontation to Cooperation Effect on Market Performance of Displaying Supply and Demand Curves in a Business Simulation Appreciating Complexity: The Chief of Staff of the Army Game Managing Organizations: Experiential MBA Course Teaches Alternatives to the Machine Model A Simulation Model for Analyzing the Night-Time Emergency Health Care System in Japan The Continuing Evoluation of Assessing Project Management as an Academic Learning Outcome (ALO) Should College Instructors Change Their Teaching Styles to Meet the Millenial Student? The Mouse Game and its Effects on Team Interdependence Learning from the Gulf Oil Spill to Prepare for a Brighter Future: A New Game Engaging Stake Holders in Triple Bottom Line Accounting & Strategic Planning Video Killed the Biblio Star: The Impact of Digital Media on Student Learning Outcomes Exploring Motivation: Using Emoticons to Map Student Motivation in a Business Game Exercise An Alternative to PC and Internet Based Simulations: The Internet Integrated Mode MiddleState University -- A Crisis in Education Complexity Avoidance, Narcissism and Experiential Learning Examining the Cognitive, Affective, and Psychomotor Dimensions in Management Skill Development Through Experiential Learning: Developing a Framework A Situational Leadership Exercise Based on the Biology of a Starfish JOGAI CEFET -- The Industrial Administration Undergraduate Game Would You Take a Marketing Man to a Quick Service Restaurant? Modeling Corporate Social Responsibility In A Food Service Menu-Management Simulation Use of a Simulation in a Large Class Environment for a Marketing Principles Class: A Qualitative Analysis of Whether Learning Objectives were Met A Team Based Information Literacy Exercise ABSEL Marketing Communications Plan An Interdisciplinary Study of the Impact of Playing a Marketing Simulation Game on Student Knowledge of Management Accounting/Finance Principles Analyzing Construction Planning of Interiro Finish Work of Apartment Building by Simulation Doing Murder One Again The Simple Business Game and Simulation Transfering the Knowledge of Middle Management to Novices Infectious Disease Simulation Model for Estimation of Spreading Understanding the Relative Influence of Several Factors in ERP Simulation Performance: An Exploration of Ecological Validity Tragedy of the Commons: An Exercise Using Clickers to Illustrate and Teach a Key Concept in Negotiations The Meaning of Firm Demand in Business Simulations If the Games Work, Why Aren't More Faculty Willing to Play? Those Who Do and Those That Don't: A Study of Engaged and Disengaged Business Game Players