Can Business Games Effectively Teach Business Concepts?

Abstract

A single business policy class of 44 students was divided into two groups. During the class period, the groups met together analyzing cases, all of which were based on domestic firms, and listening to lectures, three of which were on international business issues. Outside of class, the control group played a domestic business game (TEMPOMATIC IV) and the experimental group played the Bowling Green University International Management Game (MMG). An international business oriented pre- and post-test was given to both groups. I t was hypothesized that both groups would improve on the posttest due to the lectures, but that the experimental group would perform significantly better due to their experience with the MNC. The results confirmed the hypothesis: the experiential method was an effective learning medium for international business concepts.