Integrating theory and practice in education with business games

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dc.contributor.author Neville, Karen
dc.contributor.author Adam, Frédéric
dc.date.accessioned 2018-08-09T12:02:15Z
dc.date.available 2018-08-09T12:02:15Z
dc.date.issued 2003
dc.identifier.citation Neville, K. and Adam, F. (2003) 'Integrating theory and practice in education with business games', Informing Science, 6, pp. 61-73. en
dc.identifier.volume 6 en
dc.identifier.startpage 61 en
dc.identifier.endpage 73 en
dc.identifier.issn 1547-9684
dc.identifier.issn 1521-4672
dc.identifier.uri http://hdl.handle.net/10468/6595
dc.description.abstract The meaningful integration of theoretical knowledge and industrial practice in Masters level programmes is now more than ever vital to ensure that graduates have the required competence in IT and that they are ready to contribute to the organisations that hired them within a short timeframe. It is also crucial in ensuring ongoing industrial support for academia because Information technology (IT) is regarded as a fundamental component in the success of organisations. This has led to a growing demand for IT specialists, sometimes with hybrid skills, to design, develop, implement, and support IT infrastructures in both the public and private sectors. However, in recent years there has been a shortfall of IT graduates, with essential experience entering the job market. In order to keep up with demand, educational institutions must adopt innovative programmes to increase the skill-set and knowledge base of their IT graduates. One such programme, under the auspices of University College Cork, is a Masters course in Management Information and Managerial Accounting Systems (MIMAS). The programme focuses on IT to suit the needs of industry while also combining IT with other theoretical subjects like managerial accounting and the design of management control systems. One key element of the teaching experience is a business simulation where students create software companies and bid for a large scale development project. As part of this, they experience of broad range of tasks and problems inherent in commercial software development. The business game is designed to encourage students to make use of as much of the theoretical elements taught in the degree as possible and is mediated by the teaching staff through the intermediary of a purpose-designed computer system. Our experience indicates the immense value of such practical components in an IT oriented degree programme. It also shows that the application of new technology in training and education will only truly benefit students when it is associated with high quality material and a high degree of student motivation. en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher Informing Science Institute en
dc.relation.uri https://www.informingscience.org/Journals/InformingSciJ/Overview
dc.rights © 2006 the authors. Published by Informing Science Institute, licensed under a Creative Commons By-NC license en
dc.rights.uri https://creativecommons.org/licenses/by-nc/2.0/ en
dc.subject Information technology (IT) en
dc.subject Management Information and Managerial Accounting Systems (MIMAS) en
dc.subject Business games en
dc.subject Business information systems en
dc.subject IT graduates en
dc.subject Information technology en
dc.title Integrating theory and practice in education with business games en
dc.type Article (peer-reviewed) en
dc.internal.authorcontactother Frederic Adam, Business Information Systems, University College Cork, Cork, Ireland. +353-21-490-3000 Email: fadam@afis.ucc.ie en
dc.internal.availability Full text available en
dc.date.updated 2018-08-09T11:53:56Z
dc.description.version Published Version en
dc.internal.rssid 16859832
dc.description.status Peer reviewed en
dc.identifier.journaltitle Informing Science en
dc.internal.copyrightchecked No !!CORA!! en
dc.internal.licenseacceptance Yes en
dc.internal.IRISemailaddress fadam@ucc.ie en


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© 2006 the authors. Published by Informing Science Institute, licensed under a Creative Commons By-NC license Except where otherwise noted, this item's license is described as © 2006 the authors. Published by Informing Science Institute, licensed under a Creative Commons By-NC license
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