ADMINISTERING A MARKETING SIMULATION-COMMON AND VARIED PRACTICES AMONG INSTRUCTORS Developments in Business Simulation and Experiential Learning, Volume 28, 2001 ADMINISTERING A MARKETING SIMULATION - COMMON AND VARIED PRACTICES AMONG INSTRUCTORS Annette L. Halpin, Beaver College halpin@beaver.edu Aspy P. Palia, University of Hawaii at Manoa ASPY@cba.hawaii.edu T. Rick Whiteley, Calabash Educational Software drtrw@hotmail.com Thomas R. Keen, Caldwell College Tkeen@CALDWELL.edu ABSTRACT This paper describes a panel discussion focusing on those variables over which administrators have some control during a simulation experience. The goal of this exchange is to identify how our individual behavior may influence the learning that is taking place in our classrooms. BACKGROUND In 1990, Fritzsche and Cotter described in detail those activities that they considered the responsibility of the instructor administering a simulation. It has been suggested that student learning in a simulation environment occurs in part because of the teaching style and behavior of the game administrator (Gosen & Washbush, 1999). While teaching methods are likely to vary across instructor, course, and simulation the need exists to identify which factors under the control of the administrator are associated with learning. A workshop presented at the ABSEL 2000 conference offered a list of fifteen independent variables that may impact participant learning during a simulation experience (Washbush & Gosen, 2000). The proposed panel will focus on detailed components of these fifteen variables as handled by four administrators of three marketing simulations. The simulations include Compete (Faria, Nulsen, & Roussos, 1994), Marketer (Smith & Golden, 1998), and The Marketing Game (Mason & Perreault, 1997). INDEPENDENT VARIABLES The four categories below summarize the variables suggested in previous research. Detailed items within each category, developed by the panelists, will be provided at the session. The responses of each presenter will be the starting point of the panel’s discussion at this session. Panelists will focus on items for which their responses are unique as well as those behaviors or activities that are particularly challenging to them as administrators of a marketing simulation. 1) Role of Instructor. These items address the ways in which instructors are actively involved in the simulation process. Included here are the selection of the simulation, the amount and type of guidance provided, and the integration of the simulation with course material. 2) Student Preparation. Students bring to the simulation experience a set of skills developed over years of academic and personal experiences. These characteristics, along with team dimensions such as size, group assignment, practice periods, etc. are likely to have an effect on the level of learning taking place during a simulation experience. 3) Student Assessment. Measuring learning and assigning grades to student work is covered in this group of items. Types of measures and choice of comparative data are addressed here in two broad categories – the internal and external environments. 96 Developments in Business Simulation and Experiential Learning, Volume 28, 2001 4) Administration Issues. Administrators face a labor- intensive effort in introducing and managing a simulation exercise. Concerns regarding the length of the simulation, output from the simulation program, and the mechanics of administering the exercise are covered here. The tables provided at the session are expected to identify ways in which the panelists are similar to and different from one another in administering their respective simulations. Each participant will offer some introductory comments after which the audience will participate in a discussion about the information offered in the tables. REFERENCES COMPETE: A DYNAMIC MARKETING SIMULATION (1994). Faria, A.J., Nulsen, R.O., & Roussos, D.S. Burr Ridge, IL: Richard D. Irwin. Fritzsche, D.J. & Cotter, R.V. (1990). Guidelines for administering business games. In W. Gentry (Ed.), Guide to business gaming and experiential learning (pp. 74-89). London: Nichols/GP Publishing. Gosen, J. & Washbush, J. (1999). As teachers and researchers, where do we go from here? Simulation and Gaming, 30, 292-303. MARKETER: A SIMULATION (1998). Smith, G. & Golden, P. Boston, MA: Houghton Mifflin. THE MARKETING GAME (1997). Mason, C. & Perreault, W.D. Chicago: McGraw-Hill. Washbush, J.B. & Gosen, J. (2000). Simulations and learning: Dialog and directions. Developments in Business Simulation and Experiential Learning, 27, 3- 4. 97 Table of Contents Volume 28, 2001 Using A Web Based Tutorial Program To Enhance Student Learning Reflecting On Reflection: An Examination Of Reflective Learning And Assessing Outcomes Overcoming Obstacles To A Cross-Global Collaborative Classroom Panel Discussion On Building And Maintaining Trust In The Abselesque Classroom Cosmopolitan-Based Cross National Segmentation In Global Marketing Simulations Strategic Management And The Case Method: Survey And Evaluation In Hong Kong Designing Interactive Self-Learning Modules Using Macromedia Director Teaching Financial Markets Using The Wall Street Journal Core Course Outcomes Assessment And Program Continuous Improvement Using An Integrative Business Plan Œ An Empirical Evaluation Using A Mock Trial Activity For Interdisciplinary Learning Fidelity, Verifiability, And Validity Of Simulation: Constructs For Evaluation 2001 International Collegiate Business Strategy Competition: 37 Years Of Collegiate Competition Motivating Students: An Initial Attempt To Operationalize The Curiosity Gap Model E-Learning: The Next Wave Of Experiential Learning Helping New Game Adopters: Four Perspectives An Initial Validity Invesitigaion of A Test Assessing Total Enterprise Simulation Learning Administering A Marketing Simulation - Common And Varied Practices Among Instructors Issues In Case Method Instruction: Class Discussion Leadership Sex Composition, Cohesion, Consensus, Potency And Performance Of Simulation Teams Integrating Management Curriculum: Linking Courses With Frontpage Absel: The Way We Talk! Teaching Strategic Management: A Case Study In The Diffusion Of Innovation In Education A Demonstration Of Bussim Strategy A Total Enterprise Simulation Teaching Methods: Etic Or Emic Antecedents Of Work Team Performance In A Business Simulation: Personality And Group Interaction When Experiential Educators Reflect Upon Their Craft: A Qualitative Research Report Strategic Sensemaking In Organizations: Model Formulation And Operationalization Panel Discussion: A Model For Initiative Development: Discussion And Ideas Of Individual Spirit Harmonics Assessing The Efficacy Of Experiential Learning In A Multicultural Environment Are Business Schools Producing 21st Century Managers? Blue Horizon Cruises: An International Simulation Exercise To Illustrate Conflicting Economic And Cultural Models Different Perceptions Of The Same Thing: An Experiential Exercise Current Use Of Agribusiness Simulation Games: Survey Results Of University Agribusiness And Agricultural Economics Programs Team Building 101 For Accountants An Online Evaluation Of The Compete Online Decision Entry System (Codes) Total Enterprise Simulation Winners And Losers: A Preliminary Study Gilding The Lily, Enhancing The Pedagogical Experience, Or Fixing What Isn™t Broke: The Dilemma Of New Simulation Versions The Absel Endnote Database: The Perfect Tool For The Bernie Keys Library Decision-Making Exercises (A), (B), And (C): Examining The Role Of Conflict In Group Decision-Making Group Decision Simulation (A)-(F): Examining Procedural Justice In Group Decision-Making Processes Evaluation Of Performance In Business Games: Financial And Non Financial Approaches A Framework For Evaluating Simulations As Educational Tools Congruence II™: A Strategic Business Board Game The Tournament Concept: Extending The Idea Of Using Simulations As Instruments Of Assessment The Economic And Political Transition Of The Mexican State In The Threshold Of Twenty First Century: From The Entrepreneurial State To The State Of Entrepreneurs. Experiential Learning For Accountants: The Not For Profit Project An Investigation Of The Environmental Awareness Attained In A Simple Business Simulation Game A Daily Exercise In Theory Application: Is This Why I Had To Take Marketing, Management, Finance –? An Alternative View to Scoring Selected Simulation Games and Experiential Exercises