开发并验证一种工具,用于测量基于商业模拟的学习环境中模型与现实的契合度

IF 6 2区 管理学 Q1 BUSINESS
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引用次数: 0

摘要

大学课堂越来越多地使用商业模拟系统,这对学生的创业和管理学习产生了重大影响。然而,在基于商业模拟的学习中,模型与现实的契合度问题在很大程度上被文献所忽视。为了弥补这一不足,进一步的研究必须要有一个可靠而准确的量表来评估模型与现实的契合度。本研究基于任务-技术契合理论和 "商业模式画布",以 133 名台湾本科生和研究生为样本,开发并验证了一个多维度工具。通过既定的量表开发程序,创建了一个 13 个项目的量表,反映了三个关键因素:"合作与分销管理"、"财务管理与成本控制 "和 "客户关系管理"。该量表具有令人满意的内部一致性、收敛性、判别性、标准相关性和名义效度。这个新开发的多维量表为评估模型与现实的契合度以及推进基于商业模拟的学习的未来研究和理论发展提供了有价值的工具。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Developing and validating an instrument to measure model-reality fit in business simulation-based learning contexts
The increasing use of business simulation systems in university classrooms has significantly impacted student learning in entrepreneurship and management. However, the issue of model-reality fit within business simulation-based learning has been largely overlooked in the literature. To address this gap, a reliable and accurate scale for assessing model-reality fit is essential for further research. This study developed and validated a multidimensional instrument based on task-technology fit theory and the Business Model Canvas, using a sample of 133 Taiwanese undergraduate and graduate students. Through established scale-development procedures, a 13-item scale was created, reflecting three key factors: "partnership and distribution management," "financial management and cost control," and "customer relationship management." The scale demonstrated satisfactory internal consistency, as well as convergent, discriminant, criterion-related, and nomological validity. This newly developed multidimensional scale offers a valuable tool for evaluating model-reality fit and advancing future research and theory development in the context of business simulation-based learning.
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来源期刊
CiteScore
10.30
自引率
25.00%
发文量
136
审稿时长
64 days
期刊介绍: The International Journal of Management Education provides a forum for scholarly reporting and discussion of developments in all aspects of teaching and learning in business and management. The Journal seeks reflective papers which bring together pedagogy and theories of management learning; descriptions of innovative teaching which include critical reflection on implementation and outcomes will also be considered.
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