Business Simulation as an Active Learning Activity for Developing Soft Skills

Autor/inn/en	Levant, Yves; Coulmont, Michel; Sandu, Raluca
Titel	Business Simulation as an Active Learning Activity for Developing Soft Skills
Quelle	In: Accounting Education, 25 (2016) 4, S.368-395 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-9284
DOI	10.1080/09639284.2016.1191272
Schlagwörter	Active Learning; Best Practices; Simulation; Teaching Methods; Business Administration Education; Cooperative Learning; Employment Potential; Student Attitudes; Surveys; Job Skills; Gender Differences; Ethnicity; Cultural Background; Instructional Innovation; Higher Education; Accounting; Foreign Countries; Undergraduate Students; Factor Analysis; Skill Development; Qualitative Research; France; Morocco + Suchen Sie Ihr Suchwort? Aktives Lernen; Simulation program; Simulationsprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Schülerverhalten; Survey; Umfrage; Befragung; Produktive Fertigkeit; Geschlechterkonflikt; Ethnizität; Educational Innovation; Bildungsinnovation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Abrechnung; Buchführung; Buchhaltung; Ausland; Faktorenanalyse; Kompetenzentwicklung; Qualifikationsentwicklung; Qualitative Forschung; Frankreich; Marokko
Abstract	Business simulations are innovative instruction models for active or cooperative learning. In this paper, we look at the social constructionist roots of these education models in light of the current efforts to enhance employability skills in undergraduate and graduate studies. More specifically, we analyse the role of business simulations in developing soft skills based on an international survey of students' perceptions of developing soft skills during business simulations. Our objective is to test whether business simulations contribute to the development of soft skills and whether gender, ethno-cultural origin, and professional experience affect the acquisition process. We also discuss the use and benefits of these innovative instruction models. The analysis suggests the need to take into account specific factors, especially ethno-cultural origin, when instructing via business simulations. It also calls for sharing best practices in the context of a globalised education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01