2nd ICAI 2022

International Conference on Automotive Industry 2022

Mladá Boleslav, Czech Republic

manufacturing the cars (VDA 2021). Marketing, sales and distribution will change due to E-commerce activities (Hagemann B. et al. 2021). Porters Five Forces strategy tool (Porter 1979) is still a valid method to characterize the position of a company in an industry branch. Jockeying for position among current competitors is the daily business for automotive companies. The bargaining power of suppliers is still high due to high share of material costs. The chip shortage and the rivalry for this strategic product has come up in 2020 as a new challenge in the supplier relationship (Wu X. et al 2021). The treat of new entrants like Tesla (Milosheska 2012) or Chinese companies like Nio (Gusbeth 2021) enter the European and global market. With this new competitors new innovations for products and services came up (Santhakumar 2022). The power of buyers is constantly high, new mobility concepts like shared mobility effects the way, companies have to act with their customers (Buss 2020).

Figure 1: Currents impacts on the automotive industry

Source: own elaboration Figure 1 summarizes the current impacts on the automotive industry.

In Germany the employment rate in manufacturing of direct employment in the automotive sector is 11.3%, in the Czech Republic even 13.7% (ACEA 2021). Compared to the average of the European Union of 8.6% (ACEA 2021), the automotive industry is in both countries an important employer. Therefore and due to the changes of the different impacts, the skill set of the car makers will shift (Hagemann B. et al. 2021). This has to be considered in the education of future employees. 1.2 Business Simulation as a Teaching Method Computer simulation in teaching is one of the tools of so-called project teaching. At present, the project teaching method is gaining in importance. The complexity of the globalized world requires the choice of more dynamic methods of educating students at all levels of education, including the tertiary. In some cases, it is clear that classical frontal teaching methods may seem too static, not allowing such a degree of understanding of the interconnectedness of the world and the need for immediate

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