In June 2012, April Training ran a simulation event at Liverpool University as part of the MSc Management degree, involving the use of Executive to illustrate some of the key business ideas that made up part of the academic study for the course. It was run with over 400 students simultaneously, with participants split into small teams, which competed in leagues of 8 or 9 teams.

The aim of the simulation was to consolidate the business principles taught by the lecturers through active learning, using a realistic model of the current car manufacturing industry as a base. Before the simulation began, the students researched a real manufacturer in detail with focus on its business strategy and company image, in order to gain an appreciation of the industry. The students created posters to present their findings.  They also developed a business plan and strategy for the company they would create within the simulation environment.

The simulation event began with a trial run  to enable the students to get used to the functionality of the software and test out some initial ideas.  With the students confident in using Executive, the real simulation event was launched and the competition began!

Students set up a company from a greenfield site and built up the business over four years (each simulation round is equivalent to one year).  By using a start up scenario participants had free rein to use their ideas for business strategies and see how they played out over the years.  The exercise allowed them to put into practice the skills they had learnt over the degree course, as well as applying their own business intuition and acumen to find innovative solutions. The results were very interesting, with all teams submitting sensible and well thought-through decisions that led to most companies prospering, despite the intense competition within most market sectors.

Congratulations must go to the staff involved at Liverpool University for the superb organisation and smooth running of the programme, despite the large number of students. The simulation will be run in a similar way with next year’s cohort, with numbers set to increase substantially.

Simulations are now well-established teaching methods in universities all over the world, but why are they so popular? Harvard Business Publishing investigated by asking a group of simulation authors (Prof.  T. Luehrman, Prof. W. Shih, Prof. A. Edmondson, Prof. R. Casadesus-Masanell; all  Harvard Business School,  Prof. M. Roberto; Bryant University, Prof. R. Ernst; Georgetown University, Prof. R. Austin; University of New Brunswick) about the real reasons why students love to learn in a virtual environment.

What does a simulation do for student learning that other methods don’t?

Prof. Luehrman: A simulation stimulates active engagement of students. They are playing a role, not just reading and analyzing. They make decisions and see the results of their decisions in the response of other players and the outcome of the sim. Simulations generate much more energy among students than traditional lectures or case discussions.

Prof. Shih: A simulation forces students to synthesize and integrate what they read and make actual decisions based on facts or data presented in the case. Simulations give students a temporal dimension, an opportunity to experience outcomes that change based on their inputs over time.

How do students react to using simulations?

Prof. Ernst: Students enjoy winning. A well designed business simulation includes an element of competition that encourages them to strive and to impress their classmates (and the faculty) while learning!

Prof. Shih: Students have told me that sims force them to integrate and apply material that they have learned. The opportunity to try things—test a hypothesis and receive immediate feedback—gives the sim a dimension that you can’t get from a case alone.

Prof. Casadesus-Masanell: When I first started using a sim, I did not imagine the energy it would bring to the class. I’ve taught with sims in MBA and Executive Education and with both, the level of discussion is different than with cases—people get much more emotionally involved and competitive—they get hooked and their understanding of the learning points increases.

For faculties who haven’t tried a simulation- what one thing would you say to convince them to try one?

Prof. Edmondson: The students love it. It’s hard to get them to stop talking about it; they want to do it over and over, and to share the experience. They have fun, it’s engaging, they laugh, and they’re surprised. And it’s memorable. It sticks.

Prof. Austin: I’d say “Just wait until you hear the students’ discussion after they’ve used the simulation.” It’s exhilarating, really, the issues the sim gives them access to. This is a really important point: The educational power is in the debrief. A sim is a way to get students talking about what you need to teach them.

The Executive business simulation and April Training‘s other products are used extensively within universities, in the UK and world-wide. For more information about using our simulations as part of a university module or college course, call us on (+44) 1928 735 868 or email info@trainingsimulations.com.

It’s not too long until September comes around again, so if you’re looking for a new and dynamic way to present a business or management module in your establishment (whether it’s a school, college or university), April Training is the best place to get UK based training simulations. Our range of simulations can blend seamlessly into any academic course and they are guaranteed to keep students alert and engaged through the interactive methods and innovative learning style.

Our training simulations can be run either as an intensive course over a few days, or over a longer period. Many of our current academic clients run simulations that last a whole term, and include extra assignments related to the simulation on which grades are based. This is a great way to integrate learning, and assess how well students cope with applying entrepreneurial and business skills to a realistic environment. All of our simulations are based around the current market data so they remain relevant year after year. In Retailer and Executive (our two simulations that are mainly run on large scales) the tutor can adapt the scenario during the simulation by adding additional events to keep everyone on their toes!

Over 70 Universities across the UK and beyond use our simulations, so if your department is looking for a new way to motivate your students (whether they already study business and management or just require an awareness for their intended profession), our simulations are a perfect way to get them inspired about business.

Run as an integrated programme for all three engineering disciplines, students experience running a business simulation over five virtual years in a real-time period of three months from October to December. This is an integral part of the finance module of the engineering students’ second year course and is the perfect way to help them understand more about the skills needed to manage a successful business.

The nature of the exercise highlights the importance of working together in a team, as each participant has their own unique role within the company, from finance manager to CEO. Modelled on the structure of a real corporation, this allows the students to gain a realistic view of the hierarchy in a business and the depth of knowledge that each employee must have. The realism of the academic business simulation thoroughly tests their ability to deal with the uncertainties that are thrown up on a daily basis in the world of commerce. The adjudicators of the module, made up of both a team of industry experts and Manchester University staff, are highly impressed every year with the final presentations and the standard of learning achieved, seeing it as highly relevant to the needs of the world of employment and providing added value to the degree. April Training regularly receives very positive feedback from the students, who find the simulation enjoyable, testing and a great help to them in understanding the sometimes complex world of business and finance.

If you’re looking for a way to educate students and employees about the retail industry, then Retailer is the product for you!

Retailer can be tailored to many industries within retail, from fashion to electronics. This is one of the features that make it so versatile as a product, and one of the main reasons why it remains popular across the UK. Retailer can be assigned various levels of difficulty, so is ideal for use within schools and colleges, and all the way up to post-graduates and senior managers. Retailer is an easy and involving way to open participants’ eyes to the world of retail, as well as encourage team participation, innovative thinking and business skills development.  

The aim of the Retailer simulation is to set up a successful chain of stores in various locations across the UK, and make as a large a post-tax profit as possible. There are hundreds of different scenarios available, from a blank canvas to an existing chain of struggling shops. April Training can even create a scenario especially made for you to allow everyone to get the maximum possible experience from the simulation. It can be run in an intensive course that lasts just a few days, or over a period of months with reviews and other related projects also forming part of the training. Retailer is used by clients across the UK in a wide variety of different guises, thanks to the versatility of the training simulation and the dedication of our team who work hard to make sure the simulation is up-to-date and current with the latest data included.