This paper is set within the context of my intersecting personas as educator in a post-secondary business school, student in a Master of Education program, successful marketer and a former Bachelor of Business Administration student. Each formative section of my life either exposed me to the benefits of simulation for business learning or deepened my belief that these teaching tools are valuable to students and educators. I argue that business school educators can use well-structured simulation options within their learning tools regardless of their pedagogical philosophy and that the inclusion of these tools improves student learning outcomes. As instructors are more likely to select tools which fit their pedagogical philosophies, assessing the fit of smulation with high frequency of use pedagogies assists in understanding its broad value. The ability of students to achieve deep learning is linked both to the attitude of the student and the instructor approaches to challenge at higher levels in Bloom’s Taxonomy (Anderson & Krathwohl, 2001), so identifying tools that deliver on both is critical to maximize potential outcomes for students. The implication of these two benefits is that simula4ons should be used more broadly within business schools and courses. This assertion assumes that well-structured simulations exist to support the learning objectives and that students can reflect on their experiences to fully embed and understand their learning outcomes. Beyond in-class outcomes, simulation may also afford postsecondary business schools the ability to offer cer4fica4ons or advanced standing in post-graduate programs to better reflect real world learning experiences.
