On the Duration of Simulations: An Exploration of Minimum Effective Length

Abstract

Many teachers of marketing management and strategy courses are faced with the problem of too much to present and too little time to do it, particularly when simulation games are used in conjunction with lectures, cases; and readings. In an attempt to establish a minimum number of periods which are compatible with substantial learning benefits, this article examines longitudinal changes in two simulation performance measures as well as student self-reports. The effective lower boundary for MBA students using Markstrat appears to be five periods.

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