A PROFILE OF ABSEL CONFERENCE ATTENDEES Developments in Business Simulation & Experiential Learning, Volume 27, 2000 A PROFILE OF ABSEL CONFERENCE ATTENDEES Philip H. Anderson, University of St. Thomas Leigh Lawton, University of St. Thomas ABSTRACT A profile of attendees at the 1999 ABSEL Conference held in Philadelphia is presented. The typical attendee is an active participant in the conference (usually a paper presenter) and is quite satisfied with the ABSEL Conference. Respondents indicated a desire for a greater number of simulation presentations and workshops. Location appears to be an important determinant of attendance with a surprising number of people showing interest in cool weather locations. INTRODUCTION A questionnaire was administered to attendees at the 1999 ABSEL Conference in an effort to determine what attracts individuals to ABSEL meetings and to help direct future activities of the organization. In the past, conventional wisdom has driven the decision making of the ABSEL Board of Directors and program leaders as they designed the annual conference. The purpose of this paper is to provide objective data on which to base future decisions. The questionnaire was disseminated at the business luncheon on the first day of the conference. A total of 60 responses were received from the approximately 100 conference attendees. Reason For Attending Conference Table 1 shows the reasons given for attending the conference. The responses were separated into two categories, “active” and “passive”. The active category consisted of activities where the individual was part of the conference program in some way – presenting a paper, leading a panel discussion, etc. Passive involvement included activities that did not constitute direct participation in the program (e.g., networking). Paper presentations were easily the most common form of active participation involving 62% of the respondents. This was more than five times the next most frequently mentioned form of active involvement, presentation of an experiential exercise. It is interesting to note that nearly twice as many respondents reported attending to present an experiential exercise (11.7%) than to present a simulation (6.7%). TABLE 1 REASON FOR ATTENDING CONFERENCE “Active” Involvement “Passive” Involvement Present a paper 37 61.7% Learn new teaching processes 40 66.7% Present an experiential exercise 7 11.7% Network with colleagues 40 66.7% Lead a panel discussion 6 10.0% Learn new pedagogical research ideas 33 55.0% Present a simulation 4 6.7% Network with others interested in simulations and gaming 33 55.0% Direct a workshop 4 6.7% Network with others interested in experiential exercises 28 46.7% Learn new research ideas 26 43.3% 261 Developments in Business Simulation & Experiential Learning, Volume 27, 2000 Two-thirds of attendees that reported “passive” reasons for being at the conference mentioned “learning new teaching processes” and “networking with colleagues”. About one-half of the respondents reported more specific networking reasons related to simulations and experiential exercises. Sixteen of the respondents (26.7%) reported taking part only in passive activities. Of this group, 11 (69%) attended to learn new teaching processes, and 10 (62%) came to network with associates at the conference. Desired Changes Conference attendees were also asked which type of conference activities they would like to see more of at future conferences. Table 2 shows that nearly 50% of the respondents reported a desire for more simulation presentations. Nearly as many respondents (43%) would like to see more workshops, while one-third would like additional presentations of experiential exercises. A much smaller percentage of the respondents would like to see an increase in the number of panel discussions and paper presentations. To the extent that respondents to the questionnaire reflect the ABSEL general membership, these results provide direction for the program organizers of future conferences. TABLE 2 DESIRES FOR FUTURE CONFERENCES Simulation presentations 29 48.3% Workshops 26 43.3 Experiential exercise presentations 20 33.3 Panel discussions 14 23.3 Paper presentations 9 15.0 n = 60 Absel Mission Conference attendees were asked to express their perception of what ABSEL’s mission currently is and what it should be. Only about one-half (53%) of the questionnaire respondents replied to this question. Whether this is reflects lack of knowledge of the mission, or simply choosing to not render an opinion, is unknown. Table 3 shows that of those responding, approximately one-half believe ABSEL’s mission is and should be to promote the use of simulations and experiential exercises. Another 20 – 25% believe the mission is to promote research using simulations and experiential exercises. The remaining 25 – 35% see as ABSEL’s mission as relating to networking, improving teaching, or just having “fun”. It is reassuring that the perception of what is and what should be is highly consistent. TABLE 3 ABSEL’S MISSION Mission Is Should Be Promote use of simulations 16 50.0% 15 51.7% Promote use of experiential learning 14 43.8 13 44.8 Promote research using simulations 8 25.0 5 17.2 Promote research using experiential exercises 7 21.9 5 17.2 Networking 4 15.6 6 20.7 Improve teaching 5 12.5 5 17.2 n = 32 n = 29 Satisfaction As noted earlier, the questionnaire was administered on the first day of the program, so respondents had limited opportunity to participate in conference activities. Given this limitation, the study results must be viewed with caution. Table 4 shows the respondents’ satisfaction with various conference activities. The table indicates that the respondents were generally satisfied with the activities they had participated in up to the time they filled out the questionnaire. 262 Developments in Business Simulation & Experiential Learning, Volume 27, 2000 TABLE 4 SATISFACTION WITH CONFERENCE ACTIVITIES Disappointed Very Satisfied Conference Activity N 1 2 3 4 5 Ave. Experiential exercise presentations 23 0.0% 0.0% 17.4% 34.8% 47.8% 4.30 Paper presentations 40 0.0 2.5 20.0 42.5 35.0 4.10 Papers in proceedings 38 0.0 2.6 26.3 31.6 39.5 4.08 Simulation presentations 19 0.0 0.0 31.6 31.6 36.8 4.05 Panel discussions 24 4.2 8.3 16.7 29.2 41.7 3.96 Workshops 20 5.0 5.0 30.0 30.0 30.0 3.75 Table 5 shows the respondents’ overall satisfaction with the 1999 conference as well as with ABSEL conferences over the last three years. Of course, not all respondents were able to comment on conferences going back three years. Nevertheless, it is encouraging that in both cases, respondents indicated a high level of satisfaction. The averages of 4.29 and 4.23 clearly indicate that respondents feel that ABSEL conferences have met their needs and desires. TABLE 5 OVERALL SATISFACTION Overall Satisfaction Disappointed Very Satisfied N 1 2 3 4 5 Ave Overall satisfaction with this conference 52 0.0% 1.9% 9.6% 46.2% 42.3% 4.29 Overall satisfaction with last 3 conferences 34 0.0% 2.9% 8.8% 50.0% 38.2% 4.23 Conference Attendance Table 6 shows respondents’ intentions to attend ABSEL’s conference in 2000. While a solid base of respondents (60%) plan to be present in 2000, a sizeable proportion (38%) indicated that their attendance is dependent upon the location of the conference. Given the fixed cost structure of any conference, ignoring location sensitive participants could be detrimental to the financial success of a conference. TABLE 6 PLAN TO ATTEND NEXT YEAR’S CONFERENCE Yes 33 60.0% Depends on location 21 38.2% No 1 1.8% n = 55 Table 7 adds emphasis to the importance of conference location. When asked what it would take to make the ABSEL conference their number one choice, location was the most frequently mentioned item. While the precise magnitude of 263 Developments in Business Simulation & Experiential Learning, Volume 27, 2000 the importance of location is questionable due to the small sample size, it is clear that location is a significant determinant of conference attendance. TABLE 7 ABSEL IS MY #1 CONFERENCE DEPENDING ON Already is #1 11 34.4% Location 6 18.8 Paper accepted 4 12.5 More corporate participants 2 6.2 Other 9 28.1 n = 32 Table 8 shows other conferences that respondents attend. The large number and diversity of responses shows that ABSEL draws people with a wide range of interests and affiliations. TABLE 8 OTHER CONFERENCES ATTENDED No response 27 45.0% Other (Single responses, only) 18 30.0 Academy of Management 8 13.3 Decision Sciences 4 6.7 American Marketing Association 3 5.0 n = 60 Twenty-nine respondents suggested a total of sixty-four possible sites for future ABSEL meetings. Table 9 shows the respondents’ preferences for conference locations. Responses to this question pose an interesting quandary. While several respondents wrote comments like, “anyplace warm”, two of the top three choices are northern US locations; and the fourth choice is a “cold” city, Denver. It is possible that results are biased because the survey was conducted with those attending the conference in Philadelphia. Some members averse to cool weather locations may not have been present. Nevertheless, these responses, if confirmed in future research, indicate that the selection of future cities for ABSEL conferences should not be restricted to warm weather cities. TABLE 9 PREFERRED FUTURE LOCATIONS NYC 5 7.8% San Diego 5 7.8 Seattle 5 7.8 Denver 4 6.3 Boston 3 4.7 Charleston 3 4.7 Hawaii 3 4.7 Las Vegas 3 4.7 Reno 3 4.7 Other (2 or fewer mentions) 30 46.9 n = 64 CONCLUSIONS No real surprises were found with this study, apart from the interest in holding conferences in northern cities. However, there are three caveats that must be kept in mind when reviewing the results. The sample size is small; data were collected very early in the conference; and only conference attendees had an opportunity to respond. The combination of these concerns means that caution must be exercised when making decisions based on these results. At the same time, this does not mean that the results have nothing to offer the membership and the Board of Directors of ABSEL. Some assurance can be drawn from the similarity between conventional, but untested, wisdom regarding ABSEL member preferences and the findings presented here. The next step should be to explore members’ attitudes regarding ABSEL conferences after program activities are completed, instead of at the beginning of the conference. 264 Table of Contents Volume 27, 2000 Internet International: A Simulation Exercise for Understanding Technological Innovation and customer Service In a Rapidly Growing Internet Server Company Simulations and Learning: Dialog and Directions Endnote Activity: A Tool for Integration of Course Content and Communication Skill Practice Incorporating Video as a Teaching Strategy in Interpersonal Communication Vision Quest: An Alternative Approach to Industry Analysis for MBA Courses in Strategic Strategic Management: An Evaluation of the Use of Three Learning Methods Trainer, Mentor, Educator: What Role for the College Business Instructor in the Next Century? Using the Internet and Shareware to Facilitate Computer Simulation in Distance Learning Classes Visual Modeling of Business Simulations Teaching about Information with Management Games A Self-Evaluation Based on the Discussion and Decision in Experts' Business Gaming The Restaurant Game Using Journals to Enhance Computer Simulation Based Learning Exercises to Facilitate Better Student Writing in the Undergraduate Strategy Class Identifying, Resolving, and Managing Common Ethical Dilemmas in the Workplace: An Experiential Approach Integrating the Digital Revolution into the Classroom The Wheel of Learning: An Integrative Business Curriculum Experiment The Changing Nature of Simulation Research: A Brief ABSEL History Perspectives on Simulation & Gaming's Review Process Experiential Learning Across Disciplines: Mixing International Business and Accounting Simulating Governmental Effects on Economic Development Internationalizing the Introduction to Business Course Using an International Text and Domestic Simulation with a Twist Using Stock Value as the Performance Measure in a Business Simulation Game Introducing Cross-Elasticities in Demand Algorithms Validating a Model of Currency Valuation An Exercise for Exploring the Relationship between Jungian Psychological Types and Organizational Politics Exercise: Preparing Financial Reports Using the Group Categorizing Technique Effect of Trust and Cultural Beliefs on Negotiation Processes: Data from an Experiential Role Play Experiential Learning Gets Stamp of Approval From the Boyer Commission Talent Search 2000 - An Experiential Activity to Help Strengthen Skills in Employee Recruitment and Selection Clemson University's Collaborative Learning Environment Initial Data on a Test Bank Assessing Total Enterprise Simulation Learning Changing the Assessment Paradigm: Using Student Portfolios To Assess Learning from Simulations How We Learn and Why We Don't: The Cognitive Profile Model: A Workshop in Teaching to Reach Your Students Knowing Thyself: A Portfolio Approach to Student Self-Assessment Collaborative Learning and Web-Based Instruction in a Cognitive Apprenticeship Model Teamwork Attributes in a Classroom Simulation Virtual Teams: Meeting the Next Challenge for Experiential Education New Age Learning: Nuance or Nonsense Developing Charisma: An Experiential Exercise in Leadership Problems and Solutions in Going Web-based with an Agribusiness Simulation Creating a Comprehensive Web-Enhanced Classroom Your Class is in Session, Now What? The Challenges of Teaching On-line An Application of Process Control Charts for Attributes as a Form of Classroom Assessment for Experiential Learning Work Goals and Life Aspirations: Do You Have What it Takes to be an Entrepreneur An Exercise to Develop Initiative: Possible Dream? The Ball Point Pen Assembly Company Management Game Review System Development Total Enterprise Simulations and Optimizing the Decision Set: Assessing Student Learning Across Decision Periods Facilitating Learning in the New Millennium with the Complete Online Decision Entry, System (CODES) The Marketing Management Experience The Right Venue for Your Simulation One More Time: Overall Dominance in Total Enterprise Simulation Performance A Profile of ABSEL Conference Attendees Learning Readiness: An Underappreciated Yet Vital Dimension in Experiential Learning Active Learning in a Professional Undergraduate Curriculum The Problem Is - They Think Differently! Cultures Integration in Mergers and Acquisitions: Putting Managers Together in a Business Simulation The Global Business Game: A Strategic Management and International Business Simulation