Perceived Effectiveness of Simulations in International Business Pedagogy

Abstract This paper examines the perceived effectiveness of simulations in teaching international business. A survey of third and fourth year Canadian students who participated in a web-based international business simulation was conducted using a structured questionnaire. Factor analysis was used to understand the underlying relationships in the resulting data. The study finds that, compared to traditional approaches, e.g., textbooks and cases, students viewed the simulation as a more effective learning tool. The game stimulated interest and participation among students and was effective in fostering teamwork. The simulation was also viewed as being effective in providing students with an appreciation of the international context and complexity of cross-national decision-making.

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