The Role of Simulator Games in Marketing Education: Evidence from Academics in Bournemouth University
Authors: Musarskaya, M. and Kooli, K.
Pages: 103-114
DOI: 10.1007/978-3-319-45596-9_21
Abstract:Universities are complex service institutions where a number of factors and actors interact to cocreate value and to achieve innovative teaching. In most UK universities, the diversity of student backgrounds impacting on learning achievements and their variability of skills continue to present obstacles to achieving innovative teaching, leading to a fragmented process in institutional provision and student learning. The diversity and variability of student learning needs could be achieved by providing a standardised and consistent teaching model that uses simulators which are powerful tools that enhance the learning experience. Simulators in higher education (HE) promote conceptual learning, problem-solving skills, co-operation and real-world participation. In business studies (BS), simulators have been shown to offer many advantages. They help improve the students’ knowledge of the business theories and their confidence about their employability. For lecturers, simulators foster innovative teaching methods and improve team working abilities. However, although a plethora of simulators are being produced for BS, many academics are still reluctant to use this unique educational resource. It is expected that the number of universities using simulators will rise in the future as a result of the UK government’s push for good teaching. Therefore, it is important for universities to know why some academics are still reluctant to the use of simulators in their teaching. The purpose of this study is to explore the drivers and barriers for academics in using simulator games in the UK universities.
Source: Scopus