This study aims to consider assurance of learning among undergraduate business students enrolled in capstone business strategy courses using the GLO-BUS competitive simulation. Gender, academic major and business core course performance were examined.,Participants were 595 undergraduate capstone business students from 21 course sections taught over a four-year period. Variables included learning assurance measures, simulation performance, gender, major, business core course grades, capstone course grade and cumulative grade point average. Correlations, linear regression, multiple regression and multivariate analysis of variance (MANOVA) were used to analyze the data.,Learning assurance report scores were strongly related to simulation performance. Simulation performance was related to capstone course grade, which, in turn, was significantly related to the grade point average (GPA). Core business courses were related to learning assurance and performance indicators. Significant differences for gender and degree major were found for academic performance measures. Women and men did not differ in simulation performance.,Limitations include the use of one simulation (GLO-BUS) and studying students at one university taught by one professor. Assurance of learning measures needs further study as factors in business program evaluation. Future research should analyze post-graduate performance and career achievements in relation to assurance of learning outcomes.,This study conducts empirical analyses of simulation learning that focuses entirely on direct measures, including student characteristics (gender, major), learning assurance measures, business core course grades, capstone course grades and student GPAs.

中文翻译：

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业务模拟和学习保证

这项研究的目的是考虑使用GLO-BUS竞争模拟方法在参加了顶峰商业战略课程的商科大学学生中的学习保障。考察了性别，学术专业和商业核心课程的表现。参与者是来自21个课程板块的595名顶峰商科学生，历时四年。变量包括学习保证措施，模拟表现，性别，专业，商业核心课程等级，顶峰课程等级和累积平均等级分数。使用相关性，线性回归，多元回归和方差多元分析（MANOVA）进行数据分析。学习保证报告分数与仿真性能密切相关。模拟表现与顶峰课程成绩有关，而顶峰课程成绩反过来又 与平均成绩（GPA）显着相关。核心商务课程与学习保证和绩效指标有关。研究发现，性别和学位专业之间存在显着差异。男女在模拟性能上没有差异。限制包括使用一种模拟（GLO-BUS）并在一名教授的指导下在一所大学学习学生。作为业务计划评估的因素，学习措施的保证需要进一步研究。未来的研究应该分析与学习成果保证相关的研究生表现和职业成就。，本研究对模拟学习进行了实证分析，该研究完全侧重于直接措施，包括学生特征（性别，专业），学习保证措施，业务核心课程成绩，