یک دیدگاه دانشجویی در مورد شبیه سازی بازاریابی بین المللی
Abstract
1- Introduction
2- Literature review
3- Research method
4- Findings
5- Discussion and conclusions
References
Abstract
This paper seeks to determine whether international marketing simulations provide an authentic assessment of learning. The principles of authentic assessment dictate that assigned learning activities be aligned with the attitudes, skills and knowledge that students will be required to demonstrate in the real world. Research on the application of authentic assessment principles in management education is limited and most of the works that have examined the issue have done so from the perspective of the educator, not the student. A content analysis was undertaken of 122 final reports submitted by teams participating in an online international marketing simulation. The results demonstrate that the simulation provided students with opportunities for reflection and the development of an understanding of the real world of international marketing, with all its complexities and challenges. The simulation also allowed students to receive feedback, correct mistakes and gain an appreciation of the varied activities that contribute to the achievement of an overall objective. Students did not, however, appreciate the transferability of skills acquired in the simulation to other domains of knowledge. Similarly, the final reports did not reflect a significant appreciation of the communication and collaboration benefits that simulations should provide. Further, provision of instructional support was shown to have no impact on students' perceptions of the simulation's authenticity.
Introduction
This paper seeks to determine whether computer simulations provide undergraduate business students with an authentic assessment of their capabilities in international marketing. Authentic assessment is generally viewed as the constructive alignment of curriculum and the associated assessments where assigned activities allow students to develop skills viewed as central to the real world (Ashford-Rowe, Herrington, & Brown, 2014; James & Casidy, 2018). Students are required to demonstrate the application of these skills through the successful completion of assignments which mimic tasks they would be required to perform in their careers. The topic of authentic assessment has garnered considerable interest in recent years as educators search for new approaches to close the gap between the expectations of employers and the skills imparted to students (Gault, Leach, & Duey, 2010). In a highly competitive job market employers are more inclined to commit to graduates who are able to immediately contribute to the corporate mission and require minimal orientation to the requirements of the real world. While authentic assessments focus on higher order thinking skills and the completion of multiple tasks, traditional, i.e. inauthentic assessments, are more concerned with rote memorization of facts and figures and the successful completion of standardized, closed book, multiple choice exams (James & Casidy, 2018).