Academic journal article Journal of Economics and Economic Education Research

How to Lead Economics and Business Students to Creativity with Managerial Simulation Games?

Academic journal article Journal of Economics and Economic Education Research

How to Lead Economics and Business Students to Creativity with Managerial Simulation Games?

Article excerpt


Changing conditions in entrepreneurial environment and at the same time speed of the changes lead universities focused on economics and business to look for following answers: Does contemporary university educational system prepare practice-ready graduates? What kind of new teaching methods to use in educational system? Is information delivery or knowledge construction fundamental for teaching process? Contemporary university teaching process is seemed to have weaknesses that lead to inability to respond quickly to changes in business practice and it results in increasing number of unemployed graduates that are not demanded in the labor market.

Substantial portion of education is based on information absorbing not on knowledge creation. However, Zelený (2011) declares that information is important, but passing. On the other hand, art of managing company is knowledge. The students don't learn how to manage a company only on the basis of acquired information in the form of instruction, approaches to management and leadership, but on the basis of own experiences that are connected with company management. Even commonly used case studies don't solve this problem in education, because their fundamental lies in the fact that students solve problems that have already been solved.

Regarding educational process, universities look for suitable approaches to learning basic notions, definitions, practical skills and leading students towards creativeness and innovative thinking. Rohlíková & Vejvodová (2012) points out the need to move away from memorizing facts and acceptance of finished knowledge towards supporting an individual approach and the development of key competencies. Application of modern pedagogy based on constructivism is fundamental. While implementing constructivism a student acquire various theories, discussion follows and its output is critical rethinking of original view which leads to creation of own knowledge and attitudes.

University pedagogy should result from a student-centered learning and teaching and from experiential learning and at the same time reflect requirement from practice which can lead to easier adaptation in a labor market. Computer simulations, respectively managerial simulation games can take into account noticed aspects and fully confirm Komenský who came up with the idea of "schola ludus", i.e., learn through play. For business students, computer simulations are an effective tool of teaching and learning supporting holistic view of problem solving. Simulations activate a teaching and learning process and provide a feedback between implemented activities of a student and his results.

Aim of the paper is to find out whether managerial simulation games are used in the university educational process of economic courses in the Czech Republic and what are the benefits for the students in the context of the future study and profession and for the teachers who actively moderate the whole process. Both sides' benefits will be determined on the basis of the research probe results gained at the chosen economic faculty after passing course Managerial simulation game where simulation games are used.


Discussion is focused on the issue of experiential learning, effective teaching tools and benefits of simulation games in education. Basic insights from simulation games used at universities and also in educational institutions are introduced in this part.

Literature Discussion

Dewey (1998) became one of the most famous proponents of hands-on learning or experiential education, which is related to, but not synonymous with experiential learning. Experiential learning represents learning based on own experience. On the basis of own experiences Lewin (1936) defined experiential learning cycle which helps to understand what is effective learning. …

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