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Did you miss out on the 2014 annual ICHRIE summer conference for hospitality & tourism educators or the 74th annual meeting of the Academy of Management? Or did you go, but never got around to visit the exhibitor hall and sample our tasty Finnish chocolates? Don't worry - we have you covered here with a recap of what we got up to, the products we had on display, and the best way to get in touch with us to learn more. Below you will find a short summary of our experience at the conferences. Enjoy, and hope to meet you next year!
If you have never used an online learning tool like a marketing simulation game in your course before, it can seem like a daunting task to incorporate one at first. There are materials to introduce to your students, new features to learn, learning formats to consider, and you haven't even gotten to the part yet where you need to figure out how it'll all fit in your curriculum to maximize student engagement and knowledge retention. The good news is, it's not nearly as difficult as it seems, and we are here to help you hit the ground running.
This is a case study with Marie-Pierre Guillaume about an executive training she conducted for Terrena's HR managers at Audiencia using the Cesim SimFirm general management business simulation. Below is a short summary of the company, the problem they were facing, the overall goals of the training, and the results after learning key financial concepts with Cesim SimFirm.
Cesim Bank is a browser based bank management simulation game developed to facilitate understanding of the front and back office operations of a bank, and their interaction in a competitive environment, and to help cultivate a holistic and fact-based management culture, develop analytical skills, and create awareness about the current banking operating environment.
The flipped classroom is a term used to describe a reversed format in which students engage with pre-recorded video or audio materials in their own time prior to meeting face to face in more hands-on, workshop type lectures. Because of their independently playable nature, business simulations integrate really well with this increasingly popular classroom structure. In this article we are going to examine just how exactly do flipped classrooms work in conjunction with business simulations, what are their educational benefits, and how can you implement the concept in your own courses.
Generally speaking, we don’t like to give too many recommendations about grading, since it is quite dependent on the specifics of your course. However, we have picked up a few best practices over the years that might be useful, so we would like to take this opportunity to share them with you. At the end of the article you'll also find an example of how one of our clients graded their students at the end of their business simulation based course.
Jukka Laitamäki (Clinical Professor of Preston Robert Tisch Center for Hospitality, Tourism and Sports Management, NYU) shares his experiences using the Cesim Hospitality Hotel and Restaurant Management Simulation in a total of six different courses, including Business Development for Seniors (Undergraduate), and Strategy Formulation and Decision-Making (Graduate).
In the past twenty years, numerous publications and pedagogical studies have presented several breakdowns about why simulations ought to be put to use in business school classrooms.
The Faculty of Tourism and Hospitality Management in Opatija, Croatia has been using business games in its classes since 2012, which makes it one of the first educational institutions in Croatia to use this method in the teaching process. During the summer semester they used two types of games: Cesim SimBrand and Cesim OnService.
Business game Cesim SimBrand was used by Lorena Bašan, Phd., Assistant Professor within the subject "Marketing of Travel Agencies" which was attended by regular and Erasmus exchange students. Cesim SimBrand is an online marketing management game which enables students to understand the process of making marketing decisions under complex market conditions. Two groups of students participated in the business game and each group consisted of 9 teams. This business game encourages team-work by requiring students to make decisions together thus connecting all segments: market characteristics, demands of targeted business segments, product features, price, distribution channels, promotion and financial results of decisions.
Strategically speaking tourism is an extremely important factor of the European economy because it amounts for 11 % of its GDP. The sector employs about 12% of the overall European workforce (24 million people). The Croatian Tourism Development Strategy 2020 defines the key constraints of development until 2020, with human resources and quality management (formal education, lifelong learning, and tourism awareness) being highlighted.
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