The Use of Intensive Simulation in Executive Development and Academic Settings

Abstract

Extended simulations used in management and policy contexts have frequently been associated with dysfunctional consequences such as boredom and apathy, excessive uses of time, group disintegration, and goat displacement. An intensive simulation is proposed in order to minimize these undesirable side effects. Data gathered from executives and two student groups suggest the intensive simulation may result in attainment of desired pedagogical objectives.