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Business Simulation Performance: Who Performs Better?

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Bibliographic Details
Title: Business Simulation Performance: Who Performs Better?
Language: English
Authors: Frank C. Butler, Deborah M. Mullen, Kathleen K. Wheatley
Source: Journal of Education for Business. 2025 100(1):35-44.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 10
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Business Education, Majors (Students), Finance Occupations, Accounting, Data Analysis, Economics, Administrator Education, Human Resources, Marketing, Simulation, Public Colleges, Gender Differences, Performance, Undergraduate Students, Undergraduate Study, Game Based Learning, Student Attitudes, Mathematics Anxiety, Competition, Risk
DOI: 10.1080/08832323.2024.2449511
ISSN: 0883-2323
1940-3356
Abstract: Anecdotal evidence suggests that students with quantitative business majors (e.g., finance, accounting, data analytics, economics) outperform students from less quantitatively rigorous majors (e.g., management, human resource management, marketing) on a business simulation game at a mid-sized, southeastern, public, AACSB accredited university. We tested the veracity of this anecdotal evidence and found a surprising outcome. Major was not the key driver of performance but rather gender drove most of the differentiation in business simulation performance, such that men outperformed women. We discuss the impact of our findings on pedagogy, consider the greater implications for practice, and make recommendations for future research.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1459265
Database: ERIC
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Abstract:Anecdotal evidence suggests that students with quantitative business majors (e.g., finance, accounting, data analytics, economics) outperform students from less quantitatively rigorous majors (e.g., management, human resource management, marketing) on a business simulation game at a mid-sized, southeastern, public, AACSB accredited university. We tested the veracity of this anecdotal evidence and found a surprising outcome. Major was not the key driver of performance but rather gender drove most of the differentiation in business simulation performance, such that men outperformed women. We discuss the impact of our findings on pedagogy, consider the greater implications for practice, and make recommendations for future research.
ISSN:0883-2323
1940-3356
DOI:10.1080/08832323.2024.2449511