TECHNOLOGY
A rtificial intelligence (AI) has grabbed much of the limelight over the past 18 months in the debate over higher education’s future. Yet, other technologies remain ready to fulfil their huge potential in support of teaching and learning at business schools. Among these, simulations and VR lie at the vanguard. Their potential to capture and hold learners’ attentions in an era of changing needs and motivations is well documented. However, the extensive benefits they offer stretch beyond engagement alone and their effective integration into programme curricula remains less understood. At a recent BGA capacity-building workshop held at Alliance Manchester Business School, business school leaders and professionals came together to discuss how these technologies can be harnessed, sharing valuable case studies and insights. Repurposing an established simulation One keynote session led by experts from a trio of leading UK business schools focused on a simulation that has been around since the 1980s. The Accounting Bissim simulation “helps give students the opportunity to enhance their skills, which is good for career outcomes,” explained its co-developer and Warwick Business School associate professor Darren Sparkes. Among its users over the years have been the University of Virginia Darden School of Business, London Business School and Aston Business School. Interim director of MBA programmes at the latter and another of the simulation’s co-developers is Matt Davies. He outlined the concept further and how its current guise represents something of a departure from its original incarnation. “At Aston, we were using it at as an induction experience and integrating activity for our MBA and executive education students. Then, about 10 years ago, I thought it could really bring the accounting module to life for students who don’t think accounting and finance has any life.” The simulation now introduces students to various career competencies and job roles, covering key finance and accountancy topics in the process. Student teams of six grapple with the demands facing a board of directors at a fictional robot manufacturing firm in the near future. In the process, each student takes on a senior management position, such as finance director or research and development director. “What we’re doing is giving students the chance to develop new skills that they may need when they enter employment, or even before that, when they go to interviews or assessment centres. A key focus is on employability enhancement,” Sparkes stated.
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Business Impact • ISSUE 2 • 2024
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