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Simulations Versus Case Studies: Effectively Teaching the Premises of Sustainable Development in the Classroom

Author

Listed:
  • Andrea M. Prado

    (INCAE Business School)

  • Ronald Arce

    (INCAE Business School)

  • Luis E. Lopez

    (INCAE Business School)

  • Jaime García

    (INCAE Business School)

  • Andy A. Pearson

    (INCAE Business School)

Abstract

The systemic complexity of sustainable development imposes a major cognitive challenge to students’ learning. Faculty can explore new approaches in the classroom to teach the topic successfully, including the use of technology. We conducted an experiment to compare the effectiveness of a simulation vis-à-vis a case-based method to teach sustainable development. We found that both pedagogical methods are effective for teaching this concept, although our results support the idea that simulations are slightly more effective than case studies, particularly to teach its multidimensional and inter-temporal nature. Therefore, our findings suggest the use of both simulations and case studies as pedagogical tools to convey the main ideas associated with sustainable development.

Suggested Citation

  • Andrea M. Prado & Ronald Arce & Luis E. Lopez & Jaime García & Andy A. Pearson, 2020. "Simulations Versus Case Studies: Effectively Teaching the Premises of Sustainable Development in the Classroom," Journal of Business Ethics, Springer, vol. 161(2), pages 303-327, January.
    • Handle: RePEc:kap:jbuset:v:161:y:2020:i:2:d:10.1007_s10551-019-04217-5
    DOI: 10.1007/s10551-019-04217-5
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    Cited by:

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    2. Vien-Thong Nguyen & Philip Hallinger & Parinya Showanasai, 2024. "Evaluating the Effectiveness of the Leading Change for Sustainability in Schools Simulation: A Research and Development Project," Simulation & Gaming, , vol. 55(1), pages 51-81, February.
    3. Rocio de la Torre & Bhakti S. Onggo & Canan G. Corlu & Maria Nogal & Angel A. Juan, 2021. "The Role of Simulation and Serious Games in Teaching Concepts on Circular Economy and Sustainable Energy," Energies, MDPI, vol. 14(4), pages 1-21, February.
    4. Yanto Chandra & Qian Jin, 2023. "Winning the Heart and Shaping the Mind with “Serious Play”: The Efficacy of Social Entrepreneurship Comics as Ethical Business Pedagogy," Journal of Business Ethics, Springer, vol. 188(3), pages 441-465, December.
    5. Noemi Peña Miguel & Javier Corral Lage & Ana Mata Galindez, 2020. "Assessment of the Development of Professional Skills in University Students: Sustainability and Serious Games," Sustainability, MDPI, vol. 12(3), pages 1-18, January.
    6. Carlos Capelo & Ana Lorga Silva, 2020. "Optimising the Learning Potential of Simulations Through Structural Transparency and Exploratory Guidance," Simulation & Gaming, , vol. 51(4), pages 498-523, August.
    7. Ainhoa Saitua-Iribar & Javier Corral-Lage & Noemi Peña-Miguel, 2020. "Improving Knowledge about the Sustainable Development Goals through a Collaborative Learning Methodology and Serious Game," Sustainability, MDPI, vol. 12(15), pages 1-11, July.
    8. Maria Jose Murcia & Pilar Acosta, 2023. "Accounting for Plural Cognitive Framings of Growth and Sustainability: Rethinking Management Education in Latin America," Journal of Business Ethics, Springer, vol. 185(2), pages 299-313, June.

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