Conversations with Top Management (Simulated)

Abstract

This paper is based on a content analysis of 231 anonymous course evaluations submitted by students from ten sections of Business Policy classes at Wright State University. The eight undergraduate and two graduate sections were taught by the same instructor (the author). Course format included text, cases, and business simulations. Only the comments about simulations were analyzed for this paper. They show that students assume different roles in managing their simulated firms. They are wallflowers (3%), freeloaders (5%), authoritarians (4%), know-it-alls (3%), complainers (9%), Monday morning quarterbacks (15%), and positive thinkers (61%). All have something of value to communicate to the instructor. lie can use their feedback to improve course planning and to solve problems. Specific techniques include tests, peer evaluations, participation grades, decision rationales, game syntheses, scenario events, dry runs, observations, consultations, individual conferences, integration (of business functions), corrective assignments, enrichment assignments, and briefings for the Board of Directors.