Assessing the effects of online simulation-based learning on skills in managing change for corporate sustainability
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Issued Date
2024-07-01
Resource Type
ISSN
14728117
Scopus ID
2-s2.0-85186091972
Journal Title
International Journal of Management Education
Volume
22
Issue
2
Rights Holder(s)
SCOPUS
Bibliographic Citation
International Journal of Management Education Vol.22 No.2 (2024)
Suggested Citation
Chatpinyakoop C., Hallinger P., Showanasai P. Assessing the effects of online simulation-based learning on skills in managing change for corporate sustainability. International Journal of Management Education Vol.22 No.2 (2024). doi:10.1016/j.ijme.2024.100960 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/97477
Title
Assessing the effects of online simulation-based learning on skills in managing change for corporate sustainability
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Author's Affiliation
Corresponding Author(s)
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Abstract
This study assessed the effects of simulation-based learning on students' application of change management skills. A module organized around the Leading Change for Sustainability – Business simulation challenged learners to change the sustainability practices of stakeholders in a company. The study employed a quasi-experimental, time-series design. Friedman and Wilcoxon Signed-Ranked tests were used to assess the module's effects on the learning of 87 Master's degree students. The results affirmed significant, meaningful improvement in student execution of theory-informed change strategies. Improvements in student performance on the simulation aligned with practice and multi-faceted reflection activities that took place during the three-week intervention. The module developed a deeper understanding of the complexities of integrating new values and practices into a company. Three novel features of the study stand out. First, the study adds new evidence on the effects of simulation-based learning on the higher-order thinking of learners. Second, the research design extracted student engagement and learning performance data directly from the simulation rather than from a knowledge test. Third, the execution of the simulation-based learning intervention in a fully online learning mode heightened the timeliness of the study.