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This research evaluates the effectiveness of using a management simulation, a management game or case studies within a strategic management training programme. The literature suggests that there is anecdotal evidence that both simulations and games surpass the use of case studies, but there is much criticism of the lack of robust research models used to validate the claims. A large amount of business gaming literature has dealt with how its method fared against the traditional methods for delivering course material (Keys & Wolfe, 1990). For example, the studies by Kaufman (1976), McKenney (1962, 1963), Raia (1966) and Wolfe and Guth (1975) found superior results for game-based groups versus case groups either in course grades, performance on concepts, examinations, or goal-setting exercises. Although anecdotal evidence suggests that students seem to prefer games over other, more traditional methods of instruction, reviews have reported mixed results. Using a quasi-experimental design with a reliable managerial competency assessment instrument, the authors assess the impact of different programme groups, the assessed change in workplace behaviour on a 180 ° basis and participant learning as demonstrated to their own senior managers. Despite the extensive literature, many of the claims and counterclaims for the teaching power of business games and simulations rest on anecdotal materials or inadequate or poorly implemented research (Gredler, 1996). As reviewed by Keys and Wolfe (1990), these research defects have clouded the business gaming literature and hampered the creation of a cumulative stream of research.
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