Delivering Enterprise Learning with 'The Business Game'

Delivering Enterprise Learning

Since the publication of the Davis report in 2002 the topic of enterprise learning, and more specifically how to deliver enterprise learning within schools, has become a prominent area for discussion. One of the key problems encountered has been the requirement for pupils to learn in a dynamic, interactive way, as OFSTED (2004) argue “ Enterprise learning requires an environment where pupils are expected to take personal responsibility for their own actions.”

Learning through simulation:

Through use of a game-based simulation, pupils can be placed into a safe environment in which they can practice entrepreneurial decision processes and learn vital skills for application in the real-world. The Business Game allows pupils to enter an environment wherein they can make business decisions and then react as the consequences of these decisions play-out in front of them.

Development philosophy:

In designing The Business Game we have taken great care to ensure the simulation reaches its end goal of delivering meaningful learning outcomes. In doing this we have used the vast knowledge and experience of businessdynamics and have also taken cues from research into enterprise learning. In the OFSTED ‘Learning to be enterprising’ (2004) report, four sequential stages were identified through which enterprise learning should take place. We have used these four stages as the outline structural guide in the development of The Business Game. Our interpretation and application of these four stages are highlighted below:

Stage 1

Pupils have to analyse a market and identify which product they may best sell into that given market. The students will need to negotiate and discuss amongst themselves in order to make crucial decisions concerning product selection, market attractiveness, and route to market decisions.

Stage 2

Once product and market decisions have been made pupils will then make key decisions concerning staffing and production levels. These areas will require constant monitoring and evaluation to ensure efficiency is not sacrificed.

Stage 3

During the three year trading period within the game (approximately 45 minutes) the pupils will see their business decisions put to the test in a simulated business environment in which competitors will be both proactive and reactive. The pupils will need to analyse and review what their competitors are doing whilst also being mindful of how their own products are performing within the marketplace. Decisions will need to be made on a continual basis to ensure their companies stay one step ahead of the competition.

Stage 4

At the end of the game pupils will receive feedback from their virtual business mentor on their companies performance. They will also be given a printable record of achievement which provides a breakdown of key decisions made and an overview of the company’s financial performance over the three year trading period. This feedback can then assist teachers in assessing learning outcomes and skills development.

Ongoing development:

Through following the four stages outlined above we have ensured that The Business Game delivers those enterprise learning goals as outlined in the Davis (2002) report, and as refined by OFSTED (2004). However, we do not rest here. The online delivery of The Business Game allows us to continuously refine the simulation inline with the feedback that we receive from pupils and their teachers.