Abstract
A business simulation game can make learning fun, but what makes it effective in fostering knowledge transfer to the actual work setting? A thematic analysis of qualitative responses from a diverse sample of former participants of an international strategy business simulation game uncovered meaningful pedagogical practices that enable classroom-workplace knowledge transfer of four critical higher-order cognitive skills, namely (1) the ability to articulate, (2) the ability to simplify information, (3) the ability to strategize, and (4) the ability to ‘think out of the box.’
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Thoumrungroje, A., Racela, O.C., Chintakananda, A. (2019). Overcoming Knowledge Stickiness in International Business Simulation Games. In: Gonzalez-Perez, M.A., Lynden, K., Taras, V. (eds) The Palgrave Handbook of Learning and Teaching International Business and Management. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-20415-0_25
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