Team-based learning in business courses: The application of case studies and simulation games

REIRE Revista d'Innovació i Recerca en Educació

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Title Team-based learning in business courses: The application of case studies and simulation games
Aprenentatge basat en equips en cursos de gestió d’empreses: l’aplicació d’estudis de casos i simulacions
Aprendizaje Basado en Equipos en cursos de gestión de empresas: La aplicación de estudios de casos y simulaciones
 
Creator Bolívar-Ramos, María-Teresa
Martínez-Salgueiro, Andrea
 
Subject Team-based learning; Simulation games; Case method; Business education; Strategic management
Aprenentatge basat en equips; Simulacions; Mètode de casos; Educació en gestió d’empreses; Gestió estratègica
Aprendizaje Basado en Equipos; Simulaciones; Método de Casos; Educación en Gestión de Empresas; Gestión Estratégica
 
Description INTRODUCTION. A command of action-oriented disciplines such as business is not directly determined by knowledge level, but by the capacity to apply management and economic theories to the real world. This action-oriented nature has highlighted the insufficiency of traditional educational techniques for teaching purposes, based on readings and lectures, and has given rise to the appearance of alternative instructional methods such as those based on team-based learning (TBL). METHOD. The use of two key instruments is becoming increasingly widespread in business training: case studies and simulation games. RESULTS. As part of this study, both tools are subjected to an in-depth analysis in order to determine whether their use at the TBL application stage is an appropriate alternative, given the practical nature of this phase. DISCUSSION. Based on the evaluation of these techniques, our research suggests that their joint implementation can be particularly beneficial and may lead to better learning outcomes and skills acquisition, given that each produces different but equally valuable results.
INTRODUCCIÓ. El domini en disciplines amb una gran orientació pràctica, com la gestió d’empreses, no està determinat directament pel grau de coneixement, sinó per la capacitat d’aplicar teories econòmiques i de gestió al món real. Aquesta naturalesa pràctica posa en relleu la insuficiència de les tècniques educatives tradicionals per a l’ensenyament, consistents en lectures i classes magistrals, i condueix a l’aparició de mètodes instructius alternatius, com els fonamentats en l’aprenentatge basat en equips (ABE). MÈTODE. Concretament, hi ha dos instruments l’ús dels quals s’ha anat incrementant en educació empresarial: els estudis de casos i les simulacions. RESULTATS. En aquesta investigació, els dos instruments són analitzats detalladament amb l’objectiu de determinar si el seu ús en la fase d’aplicació de l’ABE és una alternativa apropiada, atesa la naturalesa pràctica d’aquesta fase. DISCUSSIÓ. Basada en l’avaluació d’aquestes tècniques, la nostra investigació suggereix que la implementació conjunta d’ambdós instruments pot resultar especialment beneficiosa i desembocar en millors resultats d’aprenentatge i d’adquisició de capacitats, atès que cada un produeix efectes diferents i, al seu torn, valuosos.
INTRODUCCIÓN. El dominio en disciplinas con una gran orientación práctica, como la gestión de empresas, no está determinado directamente por el nivel de conocimiento, sino por la capacidad de aplicar teorías económicas y de gestión al mundo real. Dicha naturaleza práctica puso de relieve la insuficiencia de las técnicas educativas tradicionales para la enseñanza, consistentes en lecturas y clases magistrales, y condujo a la aparición de métodos instructivos alternativos, como los fundamentados en el Aprendizaje Basado en Equipos (ABE). MÉTODO. Concretamente, existen dos instrumentos cuyo uso en educación empresarial se ha ido incrementando: los estudios de casos y las simulaciones. RESULTADOS. En esta investigación, ambos instrumentos son analizados en detalle con el objetivo de determinar si su uso en la fase de aplicación de ABE es una alternativa apropiada, dada la naturaleza práctica de esta etapa. DISCUSIÓN. Basada en la evaluación de estas técnicas, nuestra investigación sugiere que la implementación conjunta de ambos instrumentos puede resultar especialmente beneficiosa y desembocar en mejores resultados de aprendizaje y de adquisición de capacidades, dado que cada uno de ellos produce efectos diferentes y, a su vez, valiosos.
 
Publisher Universitat de Barcelona
 
Contributor Universitat Autònoma de Barcelona
Spain’s Ministry of Economy, Industry and Competitiveness (research project ECO2013-44027-P)
Serra Húnter programme
Obra Social La Caixa, 2016 Doctoral Scholarship Program.
Universitat Autònoma de Barcelona
Spain’s Ministry of Economy, Industry and Competitiveness (research project ECO2013-44027-P)
Serra Húnter programme
Obra Social La Caixa, 2016 Doctoral Scholarship Program.
Universitat Autònoma de Barcelona
Spain’s Ministry of Economy, Industry and Competitiveness (research project ECO2013-44027-P)
Serra Húnter programme
Obra Social La Caixa, 2016 Doctoral Scholarship Program.
 
Date 2018-07-04
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion



 
Format application/pdf
 
Identifier http://revistes.ub.edu/index.php/REIRE/article/view/reire2018.11.220552
10.1344/reire2018.11.220552
 
Source REIRE Revista d'Innovació i Recerca en Educació; Vol. 11, No 2 (2018): (gener-juny, 2018); 96–109
REIRE Revista d'Innovació i Recerca en Educació; Vol. 11, No 2 (2018): (gener-juny, 2018); 96–109
REIRE Revista d'Innovació i Recerca en Educació; Vol. 11, No 2 (2018): (gener-juny, 2018); 96–109
2013-2255
 
Language eng
 
Relation http://revistes.ub.edu/index.php/REIRE/article/view/reire2018.11.220552/22986
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Rights Copyright (c) 2018 María-Teresa Bolívar-Ramos, Andrea Martínez-Salgueiro
http://creativecommons.org/licenses/by/4.0
 

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