Developing teamwork capabilities in a simulation-based course: Student perceptions

Teamwork is prevalent in simulation-based learning interventions. Many academics argue that simulations present a great opportunity to develop teamwork skills and capabilities. The purpose of this paper is to investigate students’ perceptions and experiences regarding teamwork within two business simulation-based courses that were specifically designed, among other things, around learning objectives that stipulated the development of teamwork capabilities. Methodologically, the simulation-based courses in question not only required students to work in teams but also included a variety of team development activities, peer evaluations and reflections, as well as the educators’ reflective diaries on initiatives implemented. Qualitative and quantitative data were collected as part of a broader multi-year (2015-2019), dual institution action research project. In this paper, the qualitative data about the development of teamwork capabilities was thematically analysed. The study findings demonstrate how students experience and perceive their development of teamwork capabilities in simulation-based courses. Themes detail students’ perceived development of teamwork competencies, namely; developing communication skills, emotional management, increasing open mindedness, developing organisational skills and fine-tuning leadership capabilities. In terms of limitations, questionnaires and reflections completed by students are influenced by self-reporting bias. To counteract this, multiple qualitative data points were collected to ensure data triangulation. Researchers also mitigated this limitation by describing results clearly as perceptions of learners. The research offers a deeper understanding of students’ perceptions of enhanced teamwork capabilities after working in a team while competing in a business simulation. The insights gained are useful to other educators utilizing serious games that require students to work in teams.