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A grounded theory for teaching entrepreneurship using simulation games

journal contribution
posted on 2002-06-01, 00:00 authored by Kevin Hindle
A practical teaching difficulty provided the opportunity to turn a problem into a useful case study with generic implications for the pedagogical effectiveness of simulation games in teaching entrepreneurship. Students playing the simulation game submitted written assessments that became the units of analysis for a single-case research project. Analysis produced a grounded theory consisting of four attribute categories and associated properties required of a simulation game to make it an effective teaching device in entrepreneurship contexts. The theory provides at the very least a useful checklist for teachers of entrepreneurship and, potentially, a basis for developing a quality standard for educational simulation games.

History

Journal

Simulation & gaming : an international journal of theory, design and research

Volume

33

Issue

2

Pagination

236 - 241

Publisher

Sage

Location

Newbury Park, Calif.

ISSN

1046-8781

eISSN

1552-826X

Language

eng

Publication classification

C1.1 Refereed article in a scholarly journal

Copyright notice

2002, Sage Publications

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