1. Edumundo simulation game: International Business Strategy
Keith Halcro, Peter Duncan & Colin Combe

2. Simulation Game: Theory and practice
Well regarded method of applying theory, concepts and thinking, particularly if they can mirror the complexity decision makers face in the workplace (Bolívar-Ramos & Martínez- Salgueiro 2018).
Helps student connect theory to practice and vice-versa (Thompson et al 2017)
Engages and motivates students (Vlachopoulos & Makri 2017)
More effective and efficient use of staff time (Thompson et al 2017)
Edumundo (Dutch company) developed simulation game
Game: Sports retail company selling 4 products.
Randomised teams
Decisions require understanding of strategy, finance, marketing, human resource management and operations
Students make decision through the week, last decision over rides previous decision up to weekly closing point (midnight Sunday)
Every week Edumundo generates results for cohort
Results influenced by team’s decision, but also other teams’ decisions within the seminar

3. International business Strategy - overview
Students n = 336 Level 3 and 4 students from GSBS and SCEBE (+ 28 in Mauritius + 14 INTO)
GCU (3 lecturers + 7 seminar tutors)
Students play weekly over 7 weeks (2 trial + 5 live)
Dedicated slots 1 lecture + 5 seminars, PLUS students expected to play in own time (independent learning/assessment)

4. Work flow

5. Team results Students make decisions results in weekly score
Ranking based on Kaplan & Norton’s Balanced Scorecard
Financial
Customer
Internal
Learn & Growth
Colour coded

7. Assessment – 2 reports Team report (50%) Analysis (subject knowledge)
Choice (subject knowledge)
Performance in game (application of knowledge)
Individual report (50%)
Implementation of strategy (subject knowledge)
Review of team’s strategy (reflection on learning)
Review of team’s development (reflection)
Review of self (reflection)

8. Staff observation: Benefits and Challenges
Better evidence of student learning e.g. oral and written feedback
Makes students think more holistically
Strengthens relationships, team
High level of enjoyment
Encourages student centred learning
Game available 24/7 on and off campus
Hard/impossible to plagiarise
Staff turnover
Technical glitches
Students not always saving
Difficulty in understanding connection between decision and result
Some students not investing time
Algorithms
Student experiences of teamwork

9. Students’ voices - survey
2017, Trim A – 300 students taking module (Glasgow only)
Response = 61 (20%) (45 L3/16 L4)
The simulation game gave/has given me …
Strongly Agree/
Agree [n=61]
… the chance to apply strategic problem-solving skills.
80.4%
… [an increased] understanding of the strategic factors that contribute to running a successful business.
75.4%
… the opportunity to apply theory.
67.2%
… knowledge and skills, which I believe, will benefit me in my future career.
45.9%

10. Students’ voices - Benefits
“The simulation game increased my understanding of how companies work and how decision making is key to everyday life of any company as a wrong decision can bring the business to an end.”
“It made me engage more in lectures and seminars as I needed the knowledge to be successful in the business game.”
“When writing the report I was able to write about the application of a strategy and reflect on the outcomes. I felt there was more depth to my thinking and writing than would have been the case without the simulation.”
“Allowed me to be more confident working in groups, along with furthering my problem-solving skills.”

11. Students’ voices - Challenges
“The cause and effect of decisions being made were not always clearly defined during the simulation and as such was harder to interpret the effect of each decision made.”
“I feel the success of the game was down to luck and mainly through strategic guessing, not confident structured decisions.”
“Lack of understanding of the game hindered overall productivity.”
“I thought the game went well, it was the team work aspect which made it challenging.”