The Competition Game creates an environment in which individual teams must make decisions based on possibly imperfect information and with conflicting goals. The game consists of several independent rounds that may be conducted separately or in series. This gives the instructor the flexibility to use all or portions of the game to meet individual class requirements. The individual components of the game allow players to explore the effects of production capacity, production costs, market demand, and government controls within a competitive market. The game also allows players to control certain aspects of the information flow relevant to the market, and players create their own ethical business environment.
The objective was to identify the firms' short-run and long-run strategies that contributed to firms' development, job creation and economic growth of local economies, and employees' and customers' satisfaction across all Butler's stages of development. The results indicate that the firms have been successful supporting environmental sustainability, conservation of natural resources, and protection of cultural elements of local communities. During the Covid-19 shutdown, the female entrepreneurs assessed past strategies, invested in development and production of new and better-quality products and services, advanced employees' and entrepreneurial skills, and transformation of digital and production infrastructure. The study identified the importance of government policies critical for entrepreneurship success, particularly during global crises. The paper illustrates several lessons focused specifically on fostering a supportive work environment that enables firms to endure through and successfully recover from market shocks or global crises. The study concludes that all female entrepreneurs were experienced, motivated, visionary, goal-oriented, and innovative regarding their entrepreneurial undertakings while focusing on understanding the needs and maximizing employee and customer satisfaction. The resiliency they developed enabled them to stay focused on their goals and maintain successful operations while facing insufficient financial and non-financial support, market challenges, and global crises.
The paper presents specific examples of leadership training practices and educational activities that have been successfully implemented in an undergraduate program at the U.S. Coast Guard Academy. The purpose of this study is to illustrate a model of experiential learning that facilitates leadership development in an undergraduate program. The integration of cadets' learning in a classroom, during students' engagement in service learning, community engagements, internships, and extra-curricular activities allows cadets to develop necessary leadership skills required for graduation and employment in the future. A structured experiential learning environment allows students to discover their own styles of self-leadership and explore new leadership approaches. Concrete experience, reflective observation, abstract conceptualization, and active experimentation are exercised in the learning communities that include faculty, coaches, students (peer groups) and the community they serve
This paper introduces the reader to an experiment that proposes an expanded format of cooperative learning techniques with sets of pedagogical innovations to better meet the teaching outcomes. In this context the paper presents a decision-making game where Tourism and Hospitality students are fully involved in the educational process via active participation in the Tourism and Travel Game. The game demonstrates decision-making processes that must be taken within competitive environment with imperfect information. The individual components of the game allow players to explore the effects of production capacity, production costs, market demand, and government controls within a competitive market. Students are expected to develop various skills and competences during game. The paper presents an assessment instrument in order to provide a feedback if students benefited from opportunities that replaced a lecture with active participation by using the Tourism and Travel Game. An assessment instrument allowed us to evaluate the students' opinion on their knowledge acquisition and retention rate. Each student was given the same questionnaire that evaluated how teaching with Tourism Game had influenced each area of the students' learning outcome: positive interdependence, face-to-face interaction, individual accountability, group processing of the group learning experience, critical thinking, problem solving, decision-making ability, aptitude for detail, oral communication, written communication, knowledge of information, ability to organize and analyze, comprehension, application, synthesis and evaluation. Obtained results indicate a strong support for using the game as a pedagogical tool rather than a traditional lecture.
Studies on the development of critical thinking skills with specific curriculum materials and instructional methods are few and have been highly theoretical and far removed from practical concerns and applications. This paper contributes to the existing literature on critical thinking pedagogy by providing examples of written assignments that are designed using the 21st century Bloom's taxonomy model to contribute to critical thinking development. The step-wise development of critical thinking skills approach is provided. The paper argues that both focus on real problems and issues and provision of clear unambiguous instructions are critical fundamentals of critical thinking skills development. The paper also illustrates how to develop critical thinking assignments by providing five examples of course assignments within business education.
