Can a business simulation game provide support and address learning and assessment criteria?

The paper addresses the debate surrounding the business simulation game (BSG) as an educational tool. Theoretical perspectives such as motivation (Aldrich, 2003), analytical skills (Chakravorty, 2005), decision making and adaptable learning (Aldrich, 2005) and behavioural (Sherpereel, 2005) are considered. Using a BGS as pedagogical learning aid presents challenges for both staff and students (Clarke, 2009) and this paper presents an overview of current research investigating the impact of the implementation of a BSG with both UK and overseas postgraduate students from a range of business and management disciplines in a post 1992 university. The paper will present: • how staff selected an appropriate BSG, • where it was used to obtain maximum impact whilst addressing programme learning objectives, • how effective the BSG was as an assessment tool, • an evaluation of its effectiveness as a pedagogical tool in an international context