Abstract
This paper provides an account of technology-based international business simulations and discusses six suggestions for the effective use of simulations based on experience and academic research on the topic. It constitutes a valuable addition to the teaching repertoire of IB educators interested in covering international tax issues in the classroom, and using international business simulations in their courses.
Highlights
In the field of international business (IB) and strategic management education, the most commonly used business simulation games are browser-based multiplayer simulations
The growing use of business simulation games in the teaching of international business is supported by several trends
A search in the ABSEL journal Developments in Business Simulation & Experiential Exercises produces no results for articles on effective teaching practices, with most articles in this publication dealing with the development and use of individual games and their contribution to learning
Summary
In the field of international business (IB) and strategic management education, the most commonly used business simulation games are browser-based multiplayer simulations. The growing use of business simulation games in the teaching of international business is supported by several trends. A search in the ABSEL journal Developments in Business Simulation & Experiential Exercises produces no results for articles on effective teaching practices, with most articles in this publication dealing with the development and use of individual games and their contribution to learning. In the Journal of International Business Studies, the only article that has simulation as a keyword dates from 1984 (Klein, 1984) It seems that the practice of using business simulation games has outpaced research into effective teaching practices. The six suggestions for the effective use of simulation games in IB teaching in this article are derived mostly from practice rather than from academic research
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