Interpretive’s strategy simulations start with a case that defines the environment and scenario. Students deal with real world products with which they will be familiar. Throughout the simulation, students will enter a series of decisions for each period, and both instructors and students can monitor their results in comparative reports.
All of our strategy simulations provide enough decision rounds for students to see the outcomes of their decisions, strategy, and/or plan. Students will have all the information they’ll need within the simulation to make their decisions.
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Simulations inject competition, consequences and the critical temporal variable into traditional case study analysis. It is as close to the real world business environment as you can get in a classroom. And it is fun. Today’s students are gamers. They love this online, competitive gaming situation. Simulations are a win-win for all.
I have been using an Interpretive Simulation at both the undergraduate and the graduate level at the University of Connecticut for a number of years. I think every semester the students have walked away with knowledge and practical application of the concepts that will serve them well as they pursue their careers. The vast majority of my students have stated that the simulation made their education more real for them and they learned more about how things worked in the “real” world. In many cases, they did not want the simulation to be over. I like the simulation and all it brings to the educational experience of the students.
By using Airline simulation, my students get hands-on experience of making exact strategic decisions they have to make as executives of real-world companies. To win the game they become critical thinkers, not just college students majoring in business. The simulation also provides students a tactful way to fill the gaps of theory and practical experience. Students are given a real-life environment in which they may practice what they learn in the business classes and advance their analytical, planning and evaluating skills.
One of my former students emailed me stating that using Airline gave him better knowledge than the textbook. Every time that I use a simulation, there is always a positive story where students gets the hands-on experience before they become successful in their professional careers.
This is my second semester using this simulation and I have only had positive responses from the students. As a teacher I use it as an emphasis when teaching. Anytime I need help I get a very quick response.
The CountryManager simulation is an adventure in experiential learning. It provides students with all the skills they would need to take a firm and a product suite to Latin America or Asia. It is versatile enough that students can implement a variety of strategies. More abstractly, it provides students with the experience of competing on innovation. They create innovation, introduce it to a new system that reacts to it, and compete with it. The Interpretive staff are like collaborative partners. And even better, you work with the same people over the semesters and years.
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The depth and the realism of the Country Manager simulation obliges them to collaborate continually, to integrate and discuss their marketing knowledge and perceptions, and to learn to have confidence in students from other cultures. They are at times very surprised to learn that different cultures think very differently about markets and marketing decisions. They would not have had such an opportunity to personally grow in a simple case analysis or term project.