Developing reflective practice and trans-disciplinary knowledge in a cross-cultural learning environment using CAPSIM

Edited book (chapter)

Kavanagh, Marie and French, Jean Ann. 2015. "Developing reflective practice and trans-disciplinary knowledge in a cross-cultural learning environment using CAPSIM." Flores, Kelly A., Kirstein, Kurt D., Schieber, Craig E. and Olswang, Steven G. (ed.) Advances in exemplary instruction: proven practices in higher education. Seattle, USA. City University of Seattle. pp. 133-141
Chapter Title

Developing reflective practice and trans-disciplinary knowledge in a cross-cultural learning environment using CAPSIM

Book Chapter CategoryEdited book (chapter)
Book TitleAdvances in exemplary instruction: proven practices in higher education
AuthorsKavanagh, Marie (Author) and French, Jean Ann (Author)
EditorsFlores, Kelly A., Kirstein, Kurt D., Schieber, Craig E. and Olswang, Steven G.
Page Range133-141
SeriesProven Practices in Higher Education
Chapter Number16
Number of Pages9
Year2015
PublisherCity University of Seattle
Place of PublicationSeattle, USA
ISBN151436641X
Web Address (URL)http://repository.cityu.edu/handle/20.500.11803/580
Abstract

This paper explains the use of a specific computer-based simulation program, CAPSIM, as an experiential learning model to embed the development of a reflective practice and the application of trans-disciplinary knowledge to solve complex business problems. The learning environment involved teams of students from different cultural backgrounds from two separate universities enrolled in a common management course. Findings indicate that opportunity presented by the simulated business program to reflect, assess, and arrive at decisions can challenge assumptions and beliefs about process and practice. Further, the environment stimulates motivation and results in deeper learning not only about the concepts and materials being studied but also enables individual learners to grow personally. Cultural approaches and mode of engagement are also highlighted as variables of interest.

KeywordsCAPSIM; cross-cultural learning environment
ANZSRC Field of Research 2020390103. Economics, business and management curriculum and pedagogy
Public Notes

c. 2015 City University of Seattle.

Byline AffiliationsSchool of Commerce
N2 Publishing, United States
Institution of OriginUniversity of Southern Queensland
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Kavanagh, Marie and Drennan, Lyndal. 2007. "Graduate attributes and skills: are we as accounting academics delivering the goods?" 2007 Accounting and Finance Association of Australia and New Zealand Conference (2007 AFAANZ). Gold Coast, Australia 01 - 03 Jul 2007 Melbourne, Australia. Accounting & Finance Association of Australia and New Zealand.
What turns students on to accounting? Is it a matter of perceived image and personality?
Baxter, Peter J. and Kavanagh, Marie. 2008. "What turns students on to accounting? Is it a matter of perceived image and personality?" 2008 Accounting and Finance Association of Australia and New Zealand Conference (2008 AFAANZ). Sydney, Australia 06 - 08 Jul 2008 Carlton, Vic, Australia. Accounting & Finance Association of Australia and New Zealand.
Accounting for the future: more than numbers: a collaborative investigation into the changing skill set for professional accounting graduates over the next ten years and strategies for embedding such skills into professional accounting programs: Vols.1 and 2
Hancock, Philip, Howieson, Bryan, Kavanagh, Marie, Kent, Jenny, Tempone, Irene and Segal, Naomi. 2009. Accounting for the future: more than numbers: a collaborative investigation into the changing skill set for professional accounting graduates over the next ten years and strategies for embedding such skills into professional accounting programs: Vols.1 and 2. Perth, Western Australia. University of Western Australia.
Click go the students, click-click-click: the efficacy of a student response system for engaging students to improve feedback and performance
Mula, Joseph M. and Kavanagh, Marie. 2009. "Click go the students, click-click-click: the efficacy of a student response system for engaging students to improve feedback and performance." e-Journal of Business Education and Scholarship of Teaching. 3 (1), pp. 1-17.