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Look who's reading BizEd! I believe this form of business education provides the potential for dramatically increasing the readiness of today's MBA graduates to accept and perform work assignments with greater responsibility and impact. "BizEd is an invaluable tool that 'boots' up business education awareness to the next level, ensuring that I'm always in the know and equipped to meet the changing needs of industry, students, and faculty." Dean Sueann Ambron Business School University of Colorado at Denver have built around business simulations has proven to be a great equalizer between liberal arts MBA students and those who come from more traditional business academic back- grounds. The program tends to accelerate learning for all students. Because of the simulated business environment, students who have not had an undergraduate business back- Program Highlights The only way to ensure receipt of your personal copy is to subscribe. Visit www.aacsb.edu/publications for more information or to download subscription forms and rates. BizEd 48 BizEd MAY/JUNE 2004 The new business simulation curriculum of the full-time MBA program at The University of St. Thomas differs from a traditional MBA program in these key ways: ■ The business simulation is cross-functional; it doesn't focus only on marketing, as is the case with some programs. ■ It spans the entire two-year MBA program, with a break during the second semester of the first year. ■ The business simulation teams act as the executive team of a simulated company. Teams are composed of students with an array of skills across business disciplines. ■ Grades are based in part on success indicators, such as the company's market share, its quarterly net income, and how it compares to the competition financially. ■ "Free-riding" students can be fired from their teams. They then must negotiate to be hired by another team or receive a C grade. ■ In year two, CEOs of the simulated companies are elect- ed by students, in a process that often pits old teammates against each other. ■ In year two, teams may choose to grow a lagging company or to build the profits of the industry leader. ■ Curveballs are thrown into the mix, so that students have to rethink their strategies to meet new market conditions. payoff resides in a compendium of choices and at vetting those choices through determining ROI of time and resources. This is exactly what will be asked of them in the intense competition that is business today. The business sim- ulation works equally well for students interested in entre- preneurship, corporate life, and international business. The most profound effect of all is that the curriculum we