Collective student discourse about business games in the management learning process

Abstract

This paper aims to analyze the perception students have about the meaning of business games in the management learning process. Business games are as useful in the academic environment as they are in the commercial environment, as they offer simulated experience of business situations and associated decision-making. Research that proves the validity of such games as an educational practice able to add knowledge to management training and contribute a meaningful learning experience is still incipient. Thus, this research was undertaken with 72 students from undergraduate and specialization courses in Management and related areas who have taken part in business games. The collected data was analyzed, qualitatively and quantitatively, using the Collective Subject Speech (CSS) method, developed by Lefevre and Lefevre (2003, 2005). What emerged is that the meaning of the business games for the students is related to its contributions to the management learning process. Some factors were identified as the main contributions: (a) the aid in developing decision-making skills, an integral characteristic of management roles; (b) the simulated experience of business activities; (c) the development of interpersonal abilities for teamwork; and (d) the application of knowledge acquired during Management courses.

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