Document Type
Thesis
Date of Award
5-31-1986
Degree Name
Master of Science in Management Engineering - (M.S.)
Department
Industrial and Management Engineering
First Advisor
James L. Rigassio
Abstract
This research puts forth a set of conclusions regarding the relationship between how a full scale interactive and competative management simulation is organized and executed and how effective the experience seems to participants. One hundred sixty students who participated in management simulations in five different schools were questionaired about how effective the simulation was in teaching ten different subject areas. Their instructors and other game administators were interviewed to Find out how and why the simulation was organized and executed the way that it was in their school. The simulation used in all five samples was the Tempomatic IV. The reponses from the participants were statistically tested for differences in mean and distribution by using the t-test and the F-test. These differences were then correlated with the administrators' responses. The conclusions reached were: 1.) although there is a wide variation in the way that a management game is conducted, the differences do not greatly affect the teaching effectiveness of the game, and 2.) the differences in teaching effectiveness that did exist were due to the individual administrators stressing different principles. In addition to these conclusions several recommendations For further research and suggested guidelines for setting up a simulation are included.
Recommended Citation
Betts, Stephen Christopher, "The effects of different administrative parameters on learning in a management simulation" (1986). Theses. 3131.
https://digitalcommons.njit.edu/theses/3131
Included in
Business Administration, Management, and Operations Commons, Operations Research, Systems Engineering and Industrial Engineering Commons
