Academic Counselling

Evolution in the Academic Planning Model

In this case, we propose that academic planning integrate content objectives and competency objectives.

The development of student skills is a process that requires continuous work during the successive semesters in which the educational program is developed. The different competences will be developed progressively through the different knowledge, exercises and practices that the students carry out in the successive subjects. Naturally, this will be the case to the extent that the competency development objectives are incorporated into the corresponding syllabus, in accordance with the guidelines established by the academic authorities.

The following diagram shows a planning model for the development of student competencies throughout the various semesters of the educational program. In this way, it is possible to identify the progress expected in each semester with respect to various competences, and some of them that are priorities can be expressly incorporated into the subjects considered key to each training program.

Traditional academic planning has been based on the selection and definition of the subjects to be taught in each of the training cycles. Subjects have traditionally been organized based on content. These are specialized, usually very technical and, consequently, with a very limited field of action.

From CompanyGame, we propose that this traditional scheme be combined with the incorporation of business simulators, that is, professional practice exercises, in various cycles of the training program to ensure the integration and practical application of knowledge progressively throughout the formative program.

Different intensities in the application of the simulation methodology

The incorporation of simulators in a training program can be carried out with different levels of intensity, according to the established objectives:

Basic level

incorporation of 1 or 2 simulators in different subjects to offer experiences that integrate knowledge or facilitate the achievement of certain learning goals.

Medium level

incorporation of 3 or 4 simulators in different training cycles, in order to achieve the development of various key skills and the full integration of knowledge and its application to various business environments.

Advanced level

incorporation of 6 or more simulators throughout the training program, with the purpose of obtaining the comprehensive development of skills.

Depending on the level selected, the transforming impact of the simulators will be of greater or lesser intensity.

Selection of recommended subjects and simulators

Each business simulator allows you to develop a specific set of skills based on its level of difficulty, its field of action, the defined business model, the sector environment, and other configurable elements. Based on the previous definition, it is possible to select the most appropriate simulators in each of the cycles. Naturally, the achievement of the planned objectives will require that each one of the simulation exercises be carried out according to the most effective pedagogical methodology for each case.

The following diagram shows, by way of example, on the mesh model of traditional subjects, the selection of the subjects considered key and the simulators recommended for each subject. For each simulation exercise it will be necessary to define the most convenient application methodology. The methodology must incorporate, at least, the schedule of activities, the expected learning in each case and the recommended evaluation method for each activity.

In a synthetic way, the following scheme shows how the student progresses in the level of difficulty and complexity of the simulator carried out, allowing him to apply his knowledge in different sectoral environments and business models.

In this way, it is possible to acquire, over successive simulations, a broad set of skills that are progressively built on previous experiences.

Simulators and skills development

Discover how simulators allow professional practice to be incorporated into the classroom and promote the integration of knowledge from different areas and the putting into practice of the same, in a competitive and collaborative work context.