To what extent can total enterprise simulation be validated?

A Total Enterprise Simulation (TES) is a virtual, gaming representation of the functions of a business and its marketplace. Traditionally, business gaming simulations of this kind have been used as learning tools aimed at developing the business acumen of students. Past research conducted by authors in this field has shown that, although an enjoyable exercise for users, this type of simulation has lacked educational and representational validity. Researchers have found insubstantial evidence of learning effectiveness and there has been simplistic modelling of the real world business environments. Consequently, this research project has investigated the TES learning medium with the aim of establishing the extent to which TES can be validated from both an educational and representational perspective. A multi-case study design has been implemented in which data has been sourced by engaging participants from varied work environments within a TES and subsequently analysing their perspectives. In this way, opinions of postgraduate management students, aerospace executives, executives from Kraft Foods, and executives from QBE Insurance have been compared and assessed. The author has pulled together literature to provide a foundation for simulation designers aiming to develop simulation exercises that are educationally valid. Within the literature review, a taxonomy of simulation has been compiled which the author has used to define the simulation area of focus for this study; business management development simulation - the author’s brand of TES. Past validity studies have been inconclusive, and therefore this study has combined the literature on learning, simulation design and research methodology to formulate a methodology for validating TES. This study has applied this methodology to four different case organisations which has contributed to knowledge by yielding evidence strongly supporting the educational and representational validity of TES within this substantive enquiry.