Information on individual educational components (ECTS-Course descriptions) per semester

Degree programme:Bachelor International Business Full-time
Type of degree:FH BachelorĀ“s Degree Programme
 Winter Semester 2021

Course unit titleSimulation Game Entrepreneurship & Innovation
Course unit code025017051631
Language of instructionEnglish
Type of course unit (compulsory, optional)Compulsory
Semester when the course unit is deliveredWinter Semester 2021
Teaching hours per week2
Year of study2021
Level of course unit (e.g. first, second or third cycle)First Cycle (Bachelor)
Number of ECTS credits allocated3
Name of lecturer(s)Magdalena MEUSBURGER
Christian RANGEN
Richard Scott RASMUSSEN

Prerequisites and co-requisites

Entrepreneurship & Innovation as choice of specialism

Course content

The knowledge gained in the courses of the specialism Entrepreneurship and Innovation and the practical project are applied in the simulation game. The results and the implementation are evaluated and reflected together.

The practical application of methods of entrepreneurship and innovation is practised in a simulation game lasting several days.

The simulation provides an error-tolerant, collaborative, problem-oriented, complex and authentic learning environment, insight into typical tasks and practical challenges, content and processes of entrepreneurship and innovation.

Learning outcomes


  • Students consciously apply acquired knowledge in the field of entrepreneurship and innovation to solve problems in the simulation.


  • Students are able to display relationships between certain fields of Entrepreneurship and Innovation  and other areas within the business, as well as between theoretical concepts, methods and practical requirements.


  • Students are able to carry out several methods and techniques of entrepreneurship and innovation in a practical manner in the simulation.



  • Students can select intervention methods depending on the situation and are able to compare their potential effects for simulated processes and for real systems in an enterprise.

  • Students are able to gain insights into real business processes and they are able to reflect on and describe realistic and non-realistic aspects of the simulation for practical transfer.


  • Cross-linked, integrated and cross-sectoral thinking is encouraged and practised.

  • Potential improvements are identified, solutions and improvements can be designed and implemented in the simulation and adapted flexibly according to the situation.


  • The results of the simulation and applied simulation strategies can be assessed and solutions can be reflected upon.

  • Conclusions and recommendations for potential improvements in corporate practice can be developed in a sensible manner.

  • Different solutions for typical entrepreneurship and innovation problems can be evaluated in terms of success and impact.
Planned learning activities and teaching methods

Simulation game lasting several days including briefing, facilitation (concept phase and implementation phase), as well as debriefing and discussion, optional in-depth teaching units by teachers and presentations by students.

Assessment methods and criteria

Active participation during the simulation

Reflective report on the simulation game with reflection on the simulation game process (strategies, decisions, applied knowledge, group dynamics etc.), reflecting the similarities and differences between simulation game and reality, derivation of generalisable findings, identification of learning outcomes and transfer of experiences to their own practical example.


If applicable costs for a seminar facility if externally hosted.

Recommended or required reading

Course material to the simulation game are provided

Mode of delivery (face-to-face, distance learning)

Several days face-to-face interaction with mandatory attendance

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