A Grounded Theory for Teaching Entrepreneurship Using Simulation Games

Kevin Hindle
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Kevin Hindle: Swinburne University of Technology khindle@swin.edu.au

Simulation & Gaming, 2002, vol. 33, issue 2, 236-241

Abstract: A practical teaching difficulty provided the opportunity to turn a problem into a useful case study with generic implications for the pedagogical effectiveness of simulation games in teaching entrepreneurship. Students playing the simulation game submitted written assessments that became the units of analysis for a single-case research project. Analysis produced a grounded theory consisting of four attribute categories and associated properties required of a simulation game to make it an effective teaching device in entrepreneurship contexts. The theory provides at the very least a useful checklist for teachers of entrepreneurship and, potentially, a basis for developing a quality standard for educational simulation games.

Keywords: education; entrepreneurship; grounded theory; simulation (search for similar items in EconPapers)
Date: 2002
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Persistent link: https://EconPapers.repec.org/RePEc:sae:simgam:v:33:y:2002:i:2:p:236-241

DOI: 10.1177/1046878102332012

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