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Overcoming Knowledge Stickiness in International Business Simulation Games

In: The Palgrave Handbook of Learning and Teaching International Business and Management

Author

Listed:
  • Amonrat Thoumrungroje

    (Assumption University)

  • Olimpia C. Racela

    (Mahidol University International College (MUIC), Mahidol University)

  • Asda Chintakananda

    (National Institute of Development Administration (NIDA))

Abstract

A business simulation game can make learning fun, but what makes it effective in fostering knowledge transfer to the actual work setting? A thematic analysis of qualitative responses from a diverse sample of former participants of an international strategy business simulation game uncovered meaningful pedagogical practices that enable classroom-workplace knowledge transfer of four critical higher-order cognitive skills, namely (1) the ability to articulate, (2) the ability to simplify information, (3) the ability to strategize, and (4) the ability to ‘think out of the box.’

Suggested Citation

  • Amonrat Thoumrungroje & Olimpia C. Racela & Asda Chintakananda, 2019. "Overcoming Knowledge Stickiness in International Business Simulation Games," Springer Books, in: Maria Alejandra Gonzalez-Perez & Karen Lynden & Vas Taras (ed.), The Palgrave Handbook of Learning and Teaching International Business and Management, chapter 25, pages 523-540, Springer.
    • Handle: RePEc:spr:sprchp:978-3-030-20415-0_25
    DOI: 10.1007/978-3-030-20415-0_25
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    Cited by:

    1. Qing Xie, 2023. "Using Simulation in Business English Courses for China’s English Majors," SAGE Open, , vol. 13(4), pages 21582440231, December.
    2. Brauner, Philipp & Ziefle, Martina, 2022. "Beyond playful learning – Serious games for the human-centric digital transformation of production and a design process model," Technology in Society, Elsevier, vol. 71(C).

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