The course use an online airline simulation (https://simulate.aero/) to help students learn about the logistics and operations of passenger transport modes. Students work as part of a team of four to six students to create and manage a virtual airline. They participate in a 'trial simulation' from weeks 2 to 5 to familiarise themselves with the online software.
The assessable part of the simulation commences in week 6 and concludes at the end of week 11. Each airline receives $300 million of start-up capital. In the simulation, one week of the semester represent six months (two quarters) of a financial year. At the end of each week, news items that may impact on the operation of the airlines is circulated to students.
Each team's performance is be assessed at three stages of the simulation. Before the simulation, each team presents a 5-6 minute video proposal for a new airline (15%). During the simulation, the team will prepare a 12-page Annual Report reflecting on the performance of their airline in its first year of operation (15%). At the conclusion of the simulation, the performance of each airline will be evaluated by teaching staff using a number of metrics produced by the simulation. Individual marks for these tasks are weighted based on a PAF peer evaluation of individual contribution to the team.
Details
- CLASS SIZE
- 80-100
- CLASS LEVEL
- Post-graduate
- ASSESSMENT SECURITY
- High security
- TIME REQUIREMENTS
- Medium time
- GRADUATE ATTRIBUTES
- In-depth knowledge in the field(s) studied, Effective communication skills
- CONDITIONS
- Group
- FEATURES
- Authentic, Problem based
- TAGS
- report, multimodal, scaffolded, technology enriched learning, active learning, video, collaborative learning, feedback-rich, simulation/role play
Advantages
This is a very authentic teamwork task. Team members have to draw on different individual skills and strengths to work together as a team. If one team member does not pull their weight, the performance of the airline suffers. The team needs a leader and tasks have to be delegated, managed and carried out to ensure optimal team performance. The teams compete against each other and this competition is a strong motivator for students. Producing the proposal and annual report also requires a lot of collaboration and coordination between team members. The assessment can't really be broken into pieces for individuals to work on and then reassembled on the due date. Tasks are interdependent and individuals really have to work together to produce a high quality assessment.
Challenges
Some teams get very competitive and take the simulation too seriously. This can lead to individuals and teams investing a disproportionate amount of time in the simulation and assessment tasks. It is a challenge because it detracts from the time they can invest in other assessments (in the course as well as other courses).
Tips for implementation
Provide plenty of in class training and support throughout the simulation. A workshop format is perfect for this. Personalise the support provided to each team. Some teams will blaze ahead and others need more support at the start. Allow students to 'trial' the simulation before they start playing for marks so they can learn the software and technical aspects.
How it supports academic integrity
The course is delivered in a flipped classroom format and students 'play' the simulation in class. A facilitator meets with each team every week in class to address any issues or questions. This means that the performance and progress of each team is closely monitored. The performance of each airline is also unique to the decisions teams make. This makes it very difficult for teams to cope a previous year's report or to outsource assessment to ghost writer.
Associate Professor Pierre Benckendorff
p.benckendorff@uq.edu.au
Associate Professor Pierre Benckendorff is an award-winning researcher specialising in visitor behaviour, technology enhanced learning and tourism. He has held several teaching and learning leadership positions at The University of Queensland and James Cook University in Australia. His experience includes coordinating a team of teaching and learning staff, program quality assurance and accreditation, and curriculum reviews of undergraduate and postgraduate coursework programs in business, tourism, hospitality and event management. He has developed and taught undergraduate and postgraduate courses in introductory tourism management, international tourism, tourist behaviour, tourism and leisure futures, tourism transportation, tourism operations, tourism technologies, tourism analysis, business skills and marketing communications.
Pierre has been actively involved in a number of national teaching and learning projects totalling close to AUD 1 million in grant funding. In 2007, he received a national Carrick citation for outstanding contributions to student learning. Pierre was part of the national team that developed the Learning and Teaching Academic Standards for Tourism, Hospitality and Events and has continued to co-lead efforts to embed and measure these standards under the auspices of CAUTHE. He is currently the co-chair of knowledge creation for the BEST Education Network and in this capacity, has worked with the World Travel and Tourism Council to edit a book of international cases based on Tourism for Tomorrow award finalists and winners. He is the co-editor of the Handbook of Teaching and Learning in Tourism. Pierre serves regularly as an external reviewer of tourism programs in Australia and overseas institutions. His research interests include visitor behaviour, tourism information technologies, and tourism education and training. He has authored over 80 publications in these areas in leading international journals and is a regular speaker at tourism research conferences. He is on the editorial board of several leading tourism journals and is a regular reviewer of papers. He has also co-authored one of the leading textbooks on tourism and information technology. He has served as a judge for the Queensland Tourism Awards as well as the Australian Tourism Awards. His passion for travel and tourism has taken him to some of the world's leading theme parks and airports, the major cities of Europe and North America, the African Savannah and the bustling streets of Asia. He has also travelled extensively throughout Australia and New Zealand. Find out more