A Review of the Simulation Research in the Academy of Management Journal: Suggestions for Strengthening the Research Conducted by ABSEL Members Page 154 - Developments in Business Simulation and Experiential Learning, volume 40, 2013 ABSTRACT Business simulations are viewed as a tool that can model relationships in the business environment. This paper provides a review of the simulation research published in the Academy of Management Journal from 1964 through 2010. Detailed information ranging from sample size and composition to variables studied and results is provided for twenty articles. The author also summarizes several dimensions of the ABSEL research and suggests some ‘next steps’ for researchers using computer simulations in both basic and applied studies. INTRODUCTION The Association for Business Simulation and Experiential Learning (ABSEL) is a professional not-for- profit organization whose mission is “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). ABSEL’s membership consists of business professors, consultants, gaming professionals, and researchers interested in promoting experiential learning and simulations in the understanding and teaching of business concepts. Seventy-five to one hundred professionals attend ABSEL’s annual meeting which traditionally offered four tracks for papers and presentations – Simulations, Experiential and Innovative Methods, Online Education, and Games Ready to Play (Halpin & Viscusi, 2011). Effective in 2013 papers and presentations will be accepted for the following tracks: Simulations, Experiential, Innovations and Future Directions in Education, Games Ready to Play, Assessment of Learning, and Issues Relevant to ABSEL Scholarship (www.absel.org). Simulation research presented at ABSEL’s annual meeting has as one of its goals to improve our understanding of simulation development and use in the teaching of business concepts. A review of the literature on experiential learning as well as a suggested causal model that includes student and educator attributes, experiential characteristics, attitudes, and learning are offered by Burns, Gentry, and Wolfe (1990). What is less often pursued by ABSEL members is the use of simulations in studying basic research questions. Dickson, Gentry, and Burns (2004) summarize over twenty-five studies and fifteen simulations focused on basic research in organizational behavior, management, decision-making, forecasting, and marketing. The current study builds on the inventory provided by Dickson, et al. (2004) by reviewing simulation research in one source, the Academy of Management Journal (AMJ). In addition, the author summarizes several aspects of the ABSEL research and suggests a few ‘next steps’ for research using computer simulations. THE ACADEMY OF MANAGEMENT JOURNAL The Academy of Management (AOM) is a professional association of scholars whose focus is to research topics in management and organizations. It is the oldest and largest management association with 18,000 members from 107 nations (www.aomonline.org). The AOM publishes five scholarly journals, including the Academy of Management Journal (AMJ) which is published six times per year. The mission of the Academy of Management Journal is, “to publish empirical research that tests, extends, or builds management theory and contributes to management practice” (Rynes, Hillman, Ireland, Kirkman, Law, Miler, Rajagopalan, & Shapiro, 2005). As a premier journal in the field of management theory, an author who has his/her work published in AMJ benefits from greater recognition by peers, increased visibility in the profession, and more citations in works published by others (Caligiuri, 1999). There is also evidence that promotions and compensation are linked to publishing in prestigious journals (Gomez-Mejia & Balkin, 1992). Recognizing the importance of AMJ in the field of management research, a review of its studies using simulations will show how simulations are used in basic research and how ABSEL researchers should acknowledge and build on these findings in their future work. SIMULATION ARTICLES IN THE ACADEMY OF MANAGEMENT JOURNAL The process of identifying research linked to simulations in AMJ required some criteria for selection. With a focus on the term ‘simulation’, a search of the AMJ database through mid-2012 identified twenty articles which had the word ‘simulation’ in the title and/or abstract. The use of this method imposed a minimum standard – that the A Review of the Simulation Research in the Academy of Management Journal: Suggestions for Strengthening the Research Conducted by ABSEL Members Annette L. Halpin Arcadia University halpin@arcadia.edu http://www.google.com/url?q=http%3A%2F%2Fwww.absel.org&sa=D&sntz=1&usg=AFQjCNH9KaVUSPqRcdcxVXxehLu7kQN1hQ http://www.aomonline.org Page 155 - Developments in Business Simulation and Experiential Learning, volume 40, 2013 T a b le 1 S im u la ti o n S tu d ie s in t h e A ca d e m y o f M a n a g e m en t J o u rn a l- 1 9 6 3 t h r o u g h J u ly 2 0 1 2 Y ea r T it le A u th o r( s) T y p e o f S tu d y U se o f W o rd ‘S im u la ti o n ’ in T it le an d /o r A b st ra ct U se o f W o rd ‘S im u la ti o n ’ (o r V ar i- at io n ) in B o d y o f P a- p er (F re q u en cy ) C o m p u te r S im u la ti o n / E x er ci se D is ci p li n e 1 9 6 6 A rt if ic ia l In te ll ig en ce , C o m p u te r S im u - la ti o n o f H u m an C o g n it iv e an d S o ci al P ro ce ss es , an d M an ag em en t T h o u g h t M ei n h ar t, W . A . T h eo re ti ca l T it le 2 9 N A N A 1 9 7 5 E x p er ie n ce d M an ag er s’ P er fo rm an ce i n E x p er im en ta l M an -M ac h in e D ec is io n S y st em S im u la ti o n W y n n e, B .E . & D ic k so n , G .W . E m p ir ic al T it le a n d A b - st ra ct 2 0 S im u la ti o n – C o m m o d it y M an ag em en t S im u la to r M an ag em en t 1 9 7 5 A S im u la ti o n A n al y si s o f a M u lt ip ro d - u ct M u lt ie ch el o n I n v en to ry -D is tr ib u ti o n S y st em A g g ar w al , S .C . & D h av al e, D .G . E m p ir ic al T it le a n d A b - st ra ct 8 S im u la ti o n - T h e D is tr i- b u ti o n S y st em S im u la - ti o n ( C o n n o rs , et .a l. , 1 9 7 2 ) O p er at io n s M an ag em en t 1 9 8 4 M o d el in g S tr at eg ic A cq u is it io n P o li - ci es : A S im u la ti o n o f E x ec u ti v es ’ A c- q u is it io n D ec is io n s S ta h l, M . J. & Z im m er er , T .W . E m p ir ic al T it le 0 E x er ci se – A cq u is it io n D ec is io n S tr at eg y 1 9 8 5 R ea ct io n s to F ee d b ac k : T h e R o le o f A tt ri b u ti o n s L id en , R .C . & M it ch el l, T .R . E m p ir ic al A b st ra ct 0 E x er ci se – P er fo rm an ce F ee d b ac k O rg an iz at io n al B eh av io r 1 9 8 5 G ro u p D ec is io n M ak in g U n d er T h re at : T h e T y co o n G am e G la d st ei n , D .L . & R ei ll y , N .P . E m p ir ic al A b st ra ct 1 4 S im u la ti o n – T y co o n (A m o s T u ck S ch o o l o f B u si n es s, 1 9 7 3 ) S tr at eg y 1 9 8 5 T o p L ev el M an ag em en t P ri o ri ti es i n D if fe re n t S ta g es o f th e O rg an iz at io n al L if e C y cl e S m it h , K .G ., M it ch el l, T .R . & S u m m er , C .E . E m p ir ic al A b st ra ct 3 7 E x er ci se – N ew P ro d u ct D ev el o p m en t D ec is io n ; S im u la ti o n – T h e O rg an i- za ti o n al G am e (M il es , R .H ., & W .A . R an d o lp h , 1 9 7 9 ) M an ag em en t 1 9 8 9 A b il it y a n d E ff o rt A tt ri b u ti o n s: D o T h ey A ff ec t H o w M an ag er s C o m m u n i- ca te P er fo rm an ce F ee d b ac k I n fo rm at io n D u g an , K .W . E m p ir ic al A b st ra ct 0 E x er ci se – P er fo rm an ce F ee d b ac k M an ag em en t 1 9 8 9 M ar k in g T im e: P re d ic ta b le T ra n si ti o n s in T as k G ro u p s G er si ck , C .J . E m p ir ic al A b st ra ct 8 E x er ci se – D ev el o p in g P ro m o ti o n al M at er ia l O rg an iz at io n al B eh av io r 1 9 8 9 M an ag er s H an d li n g D is p u te s: T h ir d - P ar ty R o le s an d P er ce p ti o n s o f F ai rn es s K ar am b ay y a, R . & B re tt , J. M . E m p ir ic al A b st ra ct 4 2 E x er ci se – D is p u te R es o - lu ti o n M an ag em en t 1 9 9 0 Im p ac t o f P ro ce ss a n d O u tc o m e F ee d - b ac k o n t h e R el at io n o f G o al S et ti n g t o T as k P er fo rm an ce E ar le y , P .C ., N o rt h cr af t, G .B ., L ee , C . & L it u - ch y , T .R . E m p ir ic al A b st ra ct 1 8 S im u la ti o n ( N o rt h cr af t & E ar le y , 1 9 8 9 ) M an ag em en t Page 156 - Developments in Business Simulation and Experiential Learning, volume 40, 2013 1 9 9 1 R el at io n sh ip s A m o n g G o al D if fi cu lt y , B u si n es s S tr at eg ie s, a n d P er fo rm an ce o n a C o m p le x M an ag em en t S im u la ti o n T as k C h es n ey , A .A . & L o ck e, E .A . E m p ir ic al T it le a n d A b - st ra ct 5 7 S im u la ti o n – T em - p o m at ic I V ( S co tt & S tr ic k la n d , 1 9 8 0 ) S tr at eg y 1 9 9 9 T h e T im in g o f A d ap ti v e G ro u p R e- sp o n se s to N o n -R o u ti n e E v en ts W al le r, M .J . E m p ir ic al A b st ra ct 2 7 S im u la ti o n – F li g h t S im - u la to r O rg an iz at io n - al B eh av io r 2 0 0 1 T h e R el at io n sh ip o f T ea m G o al s, I n ce n - ti v es , an d E ff ic ac y t o S tr at eg ic R is k , T ac ti ca l Im p le m en ta ti o n , an d P er fo r- m an ce K n ig h t, D ., D u rh am , C .C . & L o ck e, E .A . E m p ir ic al A b st ra ct 5 S im u la ti o n – B O L O :T h e M u lt i- P la y er B at tl e G am e (C h es h ir e, S . 1 9 9 3 ) S tr at eg y 2 0 0 4 G o al S et ti n g a n d G o al O ri en ta ti o n : A n In te g ra ti o n o f T w o D if fe re n t Y et R el at ed L it er at u re s S ei jt s, G .H ., L at - h am , G .P ., T as a, K ., & L at h am , B .W . E m p ir ic al A b st ra ct 2 7 S im u la ti o n – C el lu la r In d u st ry B u si n es s G am e (A u d ia , et . al ., 2 0 0 0 ) M an ag em en t 2 0 0 5 T ea m L o cu s- o f- C o n tr o l C o m p o si ti o n , L ea d er sh ip S tr u ct u re , In fo rm at io n A c- q u is it io n , an d F in an ci al P er fo rm an ce : A B u si n es s S im u la ti o n S tu d y B o o n e, C ., V an O lf fe n , W ., & V an W it te lo o st u ij n , A . E m p ir ic al T it le a n d A b - st ra ct 1 2 S im u la ti o n – I n te rn at io n - al M an ag em en t C o m p et i- ti o n ( D u tc h m u lt i- p er io d m an ag em en t si m u la ti o n ; co m p an y t ra in in g d ev ic e) O rg an iz at io n - al B eh av io r 2 0 0 6 S y st em B re ak d o w n : T h e R o le o f M en ta l M o d el s an d T ra n sa ct iv e M em o ry i n t h e R el at io n sh ip B et w ee n A cu te S tr es s an d T ea m P er fo rm an ce E ll is , A .P .J . E m p ir ic al A b st ra ct 4 S im u la ti o n – D is tr ib u te d D y n am ic D ec is io n - M ak in g S im u la ti o n P h as e I (M il le r, Y o u n g , K le in m an , & S er ft y , 1 9 9 8 ) O rg an iz at io n - al B eh av io r 2 0 0 6 T h e in fl u en ce o f te am k n o w le d g e an d fo rm al p la n s o n e p is o d ic t ea m p ro ce ss - p er fo rm an ce r el at io n sh ip s M at h ie u , J. E . & S ch u lz e, W . E m p ir ic al A b st ra ct 1 5 S im u la ti o n – C ap si m (w w w .c ap si m .c o m ) S tr at eg y 2 0 0 7 B ei n g e m o ti o n al d u ri n g d ec is io n -m ak in g – g o o d o r b ad ? A n e m p ir ic al i n v es ti g a- ti o n S eo , M . & B ar re tt , L .F . E m p ir ic al A b st ra ct 3 0 S im u la ti o n – A u th o r- D ev el o p ed I n te rn et - B as ed I n v es tm en t S im u - la ti o n F in an ce 2 0 1 0 A ff ec t an d t h e fr am in g e ff ec t w it h in in d iv id u al s o v er t im e: R is k t ak in g i n a d y n am ic i n v es tm en t si m u la ti o n S eo , M ., G o ld fa rb , B ., & B ar re tt , L .F . E m p ir ic al T it le a n d A b - st ra ct 3 1 S im u la ti o n – A u th o r- D ev el o p ed I n te rn et - B as ed I n v es tm en t S im u - la ti o n F in an ce Page 157 - Developments in Business Simulation and Experiential Learning, volume 40, 2013 term ‘simulation’ be used and that it be found in a prominent position in the publication. Nineteen of these works were empirical. In some cases the term ‘simulation’ refers to a computer-based tool while in others it is an ‘exercise’. The earliest article on simulations was a theoretical piece addressing the potential for using computers to model human thinking (Meinhart, 1966). This author suggests that computer-aided programs may be a valuable tool in understanding the process of learning and decision making and concludes that computer models will benefit management scholars and behavioral scientists in the future. Following this publication, all works published in AMJ were empirical and involved either a computer simulation or exercise. Table 1 presents the year, article name, authors, and other characteristics of these twenty studies. The two most productive decades for research on simulations in AMJ, based on number of publications, were the 1980s (7) and post-2000 (7). After the Meinhart article (1966) nine years passed before the next articles using simulations appeared (Aggarwal & Dhavale, 1975; Wynne & Dickson, 1975). Another nine years passed before the fourth article appeared in 1984 (Stahl & Zimmerer, 1984). Columns five and six of Table 1 show the number of instances when the word ‘simulation’ or a variation of the word (simulate, simulated, etc.) appear in the AMJ work. In three of the works prior to 1990 the word ‘simulation’ (or a variation) appeared in the title or abstract but was not mentioned in the body of the paper (Dugan, 1989; Liden & Mitchell, 1985; Stahl & Zimmerer, 1984). In these articles none of the authors describe or discuss simulations in their methodology, draw conclusions about their use, or suggest how future management research might incorporate this tool. Prior to 1990, exercises are more frequently used than computer simulations in the research. In five of the nine earliest works exercises alone are used (Dugan, 1989; Gersick, 1989; Karambayya, 1989; Liden & Mitchell, 1985; Stahl & Zimmerer, 1984), one study uses both an exercise and a simulation (Smith, Mitchell, & Summer, 1985), and the remaining three involve only simulations (Aggarwal & Dhavale, 1975; Gladstein & Reilly, 1985; Wynne & Dickson, 1975). Beginning in 1990, all ten studies use computer simulations in their methodology and each includes the term ‘simulation’ (or a variation) in its abstract and in the body of the paper. Figure 1 summarizes the information in column eight of Table 1 by showing the number of empirical studies by discipline. Research in Management, Organizational Behavior, and Strategy number roughly the same with Management dominating the total prior to 1990 (four out of nine). Most of the Organizational Behavior and Strategy studies were published post-1990 and the two finance-related articles were the last two published in AMJ (Seo & Barrett, 2007; Seo, et al., 2010). METHODOLOGY AND FINDINGS In this section the focus is on summarizing the methodology and findings from the empirical studies beginning with the work of Wynne & Dickson (1975). Several dimensions are reviewed including: sample size and composition; research variables; and data analysis. SAMPLE SIZE AND COMPOSITION Table 2 presents three sample characteristics of the simulation studies. In the nineteen empirical works there Figure 1 Number of Simulation Studies by Discipline in the Academy of Management Journal (Through Mid-2012) Page 158 - Developments in Business Simulation and Experiential Learning, volume 40, 2013 T a b le 2 S a m p le S iz e a n d C o m p o si ti o n , R es ea rc h V a ri a b le s, a n d D a ta A n a ly si s Y ea r A u th o r( s) n In d iv id u al ( I) o r G ro u p ( G ) S am p le R es ea rc h V ar ia b le s D at a A n al y si s 1 9 7 5 W y n n e & D ic k so n 2 4 I M an ag er s D ec is io n I n fo rm at io n S y st em , M an ag er -T ec h n o lo g y R el at io n sh ip M an n -W h it n ey T es t, A N O V A , R eg re ss io n 1 9 7 5 A g g ar w al & D h av al e N A N A P ro d u ct D at a S et In v en to ry C o st s, P ro d u ct D em an d A N O V A 1 9 8 4 S ta h l & Z im m er er 4 2 I E x ec u ti v es A cq u is it io n D ec is io n , S tr at eg y Im p le m en ta ti o n R eg re ss io n 1 9 8 5 L id en & M it ch el l 2 9 8 I U n d er g ra d u at es F ee d b ac k – P er fo rm an ce R el at io n - sh ip A N O V A 1 9 8 5 G la d st ei n & R ei ll y 2 3 G M B A S tu d en ts O rg an iz at io n T h re at s, G ro u p P ro - ce ss es , S tr es s P er ce p ti o n M A N O V A 1 9 8 5 S m it h , et a l. 3 8 3 2 I I M an ag er s U n d er g ra d - u at es O rg an iz at io n L if e C y cl e, T o p M an ag em en t P ri o ri ti es F ac to r A n al y si s, M A N O V A , A N O V A 1 9 8 9 D u g an 5 2 I M B A S tu d en ts M an ag er -S u b o rd in at e R el at io n - sh ip , P er fo rm an ce A p p ra is al t- te st ; Z -S co re , C h i- S q u ar e 1 9 8 9 G er si ck 8 G M B A S tu d en ts T as k P ro ce ss es , D ec is io n M ak in g In te r- R at er R el ia b il it y 1 9 8 9 K ar am b ay y a & B re tt 2 3 G M B A S tu d en ts D is p u te R es o lu ti o n F ac to r A n al y si s, C o rr el at io n , R e- g re ss io n 1 9 9 0 E ar le y , et a l. 8 5 I U n d er g ra d u at es G o al S et ti n g , F ee d b ac k , P er fo r- m an ce R eg re ss io n 1 9 9 1 C h es n ey & L o ck e 1 3 2 I U n d er g ra d u at es G o al S et ti n g , S tr at eg y F o rm u la - ti o n , P er fo rm an ce C o rr el at io n , F ac to r A n al y si s, R e- g re ss io n , Z -S co re s 1 9 9 9 W al le r 1 0 G F li g h t C re w s In fo rm at io n C o ll ec ti o n , T as k M an - ag em en t, P er fo rm an ce C o rr el at io n , A N O V A , M A N O V A , L o g it A n al y si s 2 0 0 1 K n ig h t, e t al . 8 8 G U n d er g ra d u at es G o al D if fi cu lt y , S tr at eg ic R is k , T ea m E ff ic ac y , In ce n ti v es , P er fo r- m an ce M A N C O V A , R eg re ss io n 2 0 0 4 S ei jt s, e t al . 1 7 0 I U n d er g ra d u at es G o al S et ti n g , G o al O ri en ta ti o n , S el f- E ff ic ac y , P er fo rm an ce Z -S co re s, A N O V A , C o rr el at io n , C h i- S q u ar e, R eg re ss io n 2 0 0 5 B o o n e, e t al . 4 4 G T ra in ee s L o cu s o f C o n tr o l, T ea m L ea d er - sh ip , P er fo rm an ce A N O V A , C ro n b ac h ’s A lp h a, C h i- S q u ar e, R eg re ss io n 2 0 0 6 E ll is 9 7 G U n d er g ra d u at es S tr es s, T ea m I n te ra ct io n , P er fo r- m an ce C o rr el at io n s, A N O V A , M A N O - V A , A N C O V A 2 0 0 6 M at h ie u & S ch u lz e 2 9 G U n d er g ra d u at es G ro u p P ro ce ss es , T ea m A tt ri b u te s, P er fo rm an ce C o rr el at io n s, F ac to r A n al y si s, R eg re ss io n 2 0 0 7 S eo , M . & B ar re tt 1 0 1 I In v es to rs E m o ti o n s, D ec is io n M ak in g , P er - fo rm an ce C o rr el at io n s, P at h A n al y si s 2 0 1 0 S eo , M ., e t al . 1 0 1 I In v es to rs F ra m in g E ff ec t, R is k T ak in g , P er - fo rm an ce C o rr el at io n s, R eg re ss io n Page 159 - Developments in Business Simulation and Experiential Learning, volume 40, 2013 are twenty samples including one with product data (Aggarwal & Dhavale, 1975), nine with individuals, eight with groups, and one with both individuals and groups (Smith, et al., 1985). Of the eleven samples with ‘Individuals’ sample size ranges from 32 (Smith, et.al., 1985) to 170 (Seijts, et al., 2004) with the average at 98. Post-2000 the average increases to 124 (three studies). In studies involving ‘Groups’ sample size ranges from 8 (Gersick, 1989) to 97 (Ellis, 2006) with the average at 40. Since 2000, average sample size with groups increases to 65 (four studies). The earliest articles in AMJ are dominated by studies of individuals. The first study of groups was published in 1985 and involves MBA students (Gladstein & Reilly, 1985). After 1989 no MBA students are in the sample of any study reviewed here. Samples since that year include either undergraduates (60%) or professionals (40%). Of all works involving undergraduates (8) five study individuals while three focus on groups. Studies of groups occur after 2000, focus on teams of 3-4 members, and involve 29 (Mathieu & Schulze, 2006) to 97 (Ellis, 2006) groups. Samples of professionals include managers, executives, flight crews, trainees, and investment club members. The two studies of investment club members have the same sample size (101) and two common authors (Seo & Barrett, 2007; Seo et al., 2010). RESEARCH VARIABLES Studies of individuals dominate the empirical research using simulations from 1975 through 1991 (7 of 10 studies). Moving from the earliest to the latest works in this period the variables studied include information systems (Wynne & Dickson, 1975), acquisition strategies (Stahl & Zimmerer, 1984), organization life cycle (Smith, et al., 1985), feedback (Liden & Mitchell,1985), the manager- subordinate relationship (Dugan, 1989), and goal setting (Chesney & Locke, 1991; Early, et al., 1990). After 1991only 3 of 8 studies involve individuals and all examine the relationship between ‘performance’ and other variables such as ‘goal setting and orientation’ (Seijts, et al., 2004), ‘emotions’ (Seo, M. & Barrett, 2007), and ‘risk taking’ (Seo, M., et al., 2010). Early studies involving groups (1966-1989) examine organization threats and stress (Gladstein & Reilly, 1985), task processes (Gersick, 1989), and dispute resolution (Karambayya & Brett, 1989). Later studies (1999–2006) focus on group performance as it relates to information and task management (Waller, 1999), goal difficulty and incentives (Knight, et al., 2001), locus of control and leadership (Boone, et al., 2005), stress (Ellis, 2006), and group processes and attributes (Mathieu & Schulze, 2006). Table 3 summarizes detail from Table 2 and shows the most frequently studied constructs, number of studies in which the constructs are examined, and span of years over which the studies are published. Regardless of sample composition (individual or group) most studies (67%) published in AMJ involving simulations examine ‘performance’. DATA ANALYSIS The last column of Table 2 lists the statistical test(s) conducted in each study. Regression is the most common analysis (53%) followed by ANOVA and Correlation (42% each). Detail about each method and frequency of use is provided in Table 4. Some tests were used only once including ANCOVA, Cronbach’s Alpha, Inter-Rater Reliability, Logit Analysis, MANCOVA, Mann-Whitney Rank Order, and Path Analysis. Excluding the Z-Score, tests used in more than one study are used about as often to analyze individual data as group data. The Z-Score was used in a total of three studies involving individuals. In the seven works since 2000 Regression and Correlation dominate the statistical methods with one or both used in each study. AMJ FINDINGS AND CITATIONS IN ABSEL PROCEEDINGS Findings from all twenty AMJ articles are presented in Table 5. In the studies involving groups, significant findings add to our understanding of information collection and/or processing (five studies), group processes (three studies), stress (two studies), leadership (one study) and goal difficulty (one study). In studies of individuals, significant results are found in the areas of decision making (four studies) personality characteristics (four studies), information processing (three studies) and goal setting (three studies). Building on the analysis conducted above an obvious ‘next step’, and the second goal of this paper, is to tie the simulation studies in AMJ to ABSEL research. Proceedings from all ABSEL meetings are published in Developments in Business Simulation and Experiential Learning. (Smith Constructs Frequency Time Span Performance 12 1985 - 2010 Group Processes/Decision Making 6 1985 - 2007 Goal Setting 4 1990 - 2004 Info. Systems/Info. Collection 2 1975 - 1999 Strategy 2 1984 - 1991 Table 3 Constructs, Frequency, and Time Span Page 160 - Developments in Business Simulation and Experiential Learning, volume 40, 2013 T a b le 4 T y p e a n d F re q u en cy o f S ta ti st ic a l T es ts Page 161 - Developments in Business Simulation and Experiential Learning, volume 40, 2013 (ed.), 2012). Since the 2000 ABSEL meeting attendees receive a CD containing the papers presented at the current meeting plus all papers ever presented at an ABSEL meeting. As of March 2012 the total number of conferences included in this resource was thirty-nine. Known to ABSELers as the Bernie Keys Library (BKL), the CD contains text-searchable copies of all papers plus two additional resources – the Guide to Business Gaming and Experiential Learning (Gentry, 1990) and the Journal of Experiential Learning and Simulation. For more than a decade now the BKL has become an invaluable tool for those conducting research on business simulations and experiential exercises. To verify if there is a link between the research in AMJ and that presented at ABSEL a search of the BKL would reveal if and how often studies from AMJ are referenced in the work presented at ABSEL’s meetings. As indicated in the last column of Table 5, of the twenty AMJ articles reviewed for this paper a total of six were cited by twelve research teams. These results span thirty-nine years and roughly 2,000 papers. The AMJ article most cited (four times) studied group information processing facing a threat and time pressure (Gladstein & Reilly, 1985). The second most cited work (Seijts et al., 2004) examined individual goal setting and performance in light of task complexity and information. An additional search of the BKL provided the number of papers whose title contains any of the primary constructs examined in the AMJ literature. The six main variables along with how frequently they appear in the titles of ABSEL papers are noted in Figure 2. ‘Information’ and ‘Leadership’, each with thirty-six occurrences, were the variables most often found in the titles of ABSEL papers. A distant third is ‘Decision Making’ with ‘Personality’ and ‘Goal’ closely following. The least frequently found variable, ‘Stress’, was in the title of five papers. DISCUSSION AND SUGGESTIONS FOR FUTURE RESEARCH The purpose of this paper is to provide a review of the simulation literature found in one of the most prestigious journals in management, the Academy of Management Journal. Identifying relevant articles was based on the appearance of the word ‘simulation’ in either the title of the work or in the abstract. This criterion resulted in twenty papers whose variables, methods, and findings are summarized above. Since 1990 the term ‘simulation’ has come to mean one thing – a ‘computer-based program’. Considering the complexity of the business environment computerized business simulations help to model relationships, provide a convenient method of processing decisions, and generate large amounts of feedback. These features make this tool appealing to both instructors and players and helped increase the use of simulations to teach business concepts and conduct research in every discipline. The following paragraphs discuss the findings of this paper and offer suggestions for future research by ABSEL members. Based on average sample size from AMJ over the last thirty-seven years there is an upward trend in the numbers. Samples involving individuals now average close to 100 while for groups the number is at or above 60. For most ABSEL members these numbers are reasonable, especially if teaching undergraduate students. Teaching large sections of a course or several smaller sections of the same class can help get the sample size to the desired level. MBA students Figure 2 Frequency of AMJ Constructs in the Title of ABSEL Papers Page 162 - Developments in Business Simulation and Experiential Learning, volume 40, 2013 T a b le 5 A M J F in d in g s a n d C it a ti o n s in A B S E L P ro ce e d in g s Page 163 - Developments in Business Simulation and Experiential Learning, volume 40, 2013 Page 164 - Developments in Business Simulation and Experiential Learning, volume 40, 2013 may pose more of a challenge for some since classes are often smaller and researchers may not have multiple sections of a course in which a computer simulation is used. In addition, computer simulations may not be used as often in MBA programs as in undergraduate classes. Most simulation studies published in AMJ are focused on management, organizational behavior, and strategy. These tie nicely to the work by ABSEL researchers examining variables such as ‘information’, ‘leadership’, and ‘strategic choice’. As the number of fully web-based simulations grows and the ease with which an administrator can adjust the simulation environment there will be more opportunities to conduct both basic and applied research using this tool. For example, some simulations allow individual users to run the simulation on two tracks - as part of a group (with a team for a grade) and as an individual competing against computer-generated competitors (repeated attempts permitted) (Scott, T.W., Kaliske, J.A., & Anderson, P.H., 2012). This last feature, individual play, lends itself to studying strategy choice, information selection, decision making, stress, etc. Other simulations allow instructors to run and rerun several periods in ‘benchmark’ mode (Smith & Golden, 2012). Researchers may be able to use this feature to run and then rerun different sets of decisions - all from the same starting point. In the end the challenge will be to frame the research question in a way that links the variables of interest to the output available from the software package. ABSEL researchers focusing on studying business simulations must show evidence of understanding the theory published in the most prestigious business journals and include this theory as citations in their work. This will strengthen the rationale for their studies plus lend support for how their research extends the body of knowledge in the discipline. While a few AMJ articles were cited in ABSEL’s proceedings a number were not. Those not referenced include works on decision making, goal setting, feedback, and personality – all constructs that appear in works published in the BKL. In terms of statistical analysis the research published in AMJ shows that the most common tests are regression and correlation. These are basic techniques that should, at a minimum, be provided in most empirical research submitted to ABSEL. Other statistical tests should be considered and used when warranted. CONCLUSION ABSEL has an impressive history of research in and experience with business simulations. Building on the organization’s tradition that spans some forty years, there is an opportunity to strengthen its contributions to the field of management by linking its research to that published in the Academy of Management Journal as well as other sources such as Administrative Science Quarterly, the Journal of Business, Management Science, and Decision Sciences. The use of business simulations in higher education is likely to continue to grow as the technology improves for both administrators and users. The studies reviewed here while limited to those with the word ‘simulation’ in the title and/or abstract include valuable sources for ABSEL researchers. In their 2005 article, Reyes, et al. suggest future research in business employ qualitative, quantitative, field, and laboratory methods. What a good fit with ABSEL! 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Smith (Ed.), Developments in Business Simulation and Experiential Learning, 16, 31-36. Table of Contents Volume 40, 2013 Leo Investor SERIOUS PLAY: ON-LINE PEPULATOR SERIOUS PLAY:ON-LINE GAME "MANAGE-ART" The Game Within the Simulation Game the Research Method Concept and Project With Game Design Implementation Managing Human Resources Simulation Rising Stars: A Study of Creativity as Experiental Learning in County Government Why do Gen Y Students Study Abroad? The Relationship Between Individual Growth and the Intent to Study Abroad Our Favorite Assignment: The In-Basket Activity Mirror-Mirror: How Can We Better Understand Our Consumption Behavior? Reflective Thinking, Writing and Imagery as Tools to Better Understand Abstract Marketing Concepts Increasing Intuitive Decision Making Speed and Accuracy by Further Understanding Intuitive Decision Making Using Emotional Means Group Exams: Are they Relevant and Reliable as a learning Tool? Integrative Learning: Exploring Opportunities in Business Simulations Simulated Tabletop Exercise for Risk Management - Anti Bio-Terrorism Multi Scenario Simulated Tabletop Exercise Simulated Tabletop Exercise for Electric Power Saving Management in a Small Organization Merging the Case Method and Simulation in Management Education: Is it Possible? Experiential Learning in Accelerated Human Resource Management Courses Digital Game Building as Assessment: A Study of Secondary Students' Experience Using an Investment Fund Simulation Integrated with a Business Game Creating Simulation Conditions Based On Real World Data Simulation Games in Training New Management Methods A Summary Overview of Cultural Differences in Higher Education Innovations And Future Directions In Education: Case Review For Best Online Teaching Practices An Implicit Measure of Forecasting Accuracy Immediate Feedback and Assessment Technique (IF-AT) testing forms: An overview of the tool and uses Teaching Secondary Mathematics: Pre-service Teachers' Digital Game Design, Pedagogy and 21st Century Skills Follow The Leader II Business Simulations: From Punch Cards to Web-Based University Engagement: Good Neighbors Budget Allocation Exercise Customizing Business Simulations: An Exploration and a Hierarchy A Review of the Simulation Research in the Academy of Management Journal: Suggestions for Strengthening the Research Conducted by ABSEL Members ABSEL Reflections: 40 Years Of Excellence, Now Going Forward How Many Options do Multiple-Choice Questions Really Have? The Management/Accounting Simulation Now 100% Web-based Design, Server Side Programming, and Implementation A Large-Scale Game Test of Early-Determined Game Finishes Large-Scale Business Games for Assurance of Learning Purposes The Gamification Of Education OB Simulation: A Hands-On Demonstration Converting Simulations for the Online Environment: The New Ginseng Game Repositioning Brands with the Web-Based Product Positioning Map Graphics Package Implications of Regulatory Focus Theory for Simulation and Experiential Learning Riskware: A Game for Teaching Software Project Risk Management Teamwork for Decision-Making Through Games: The Case of On-Line "Manage-Art" Virtual Pepulator, a Model for Teaching Negotiation Small-Scale Business Games for Assurance of Learning Purposes Incorporating Intellectual Property Issues into a Business Simulation© Nationalization and Privatization in a Computer-Assisted Business Game An Investigation of the Relationship of Plan Quality, Forecast Accuracy and Earnings Performance Under Equal and Unequal Starting Positions in Marketing Positions in Marketing Simulations Measuring the Performance Ranking Curve in Marketing Simulation Games The Effectiveness of SDM Method in Business Simulation Game 40 years of Brazilian S&G - Analysis and Perspectives Accounting For Externalities: Harnessing The "Face-In-The-Mirror" Phenomenon The Role Of Simulations In Organizational Learning: Building Individual Absorptive Capacity Assessing Project Management as an Academic Learning Outcome (ALO) At the Inflection Point: Designing Army Assessments "Economics in Practice" A Simulation Game for High School Students Teaching the Basics of Economics and Entrepreneurship Fueling the Force: Exploring Leader Priorities Implementing Mental Models: Extending Insight and Whole Person Learning Using Business Simulations To Introduce Business Concepts