2nd ICAI 2022

International Conference on Automotive Industry 2022

Mladá Boleslav, Czech Republic

the automotive industry. In the future, almost 84% of students from both universities would like to work in the automotive industry. The remaining 16% of students admit that they would rather choose their future workplace in another industry. Further comments. The last question can be seen as a space for expressing other opinions and comments in relation to the use of simulation in teaching. The added comments are mostly positive, for some students the subject, in which simulation was used as a teaching method, was one of the best perceived subjects in the whole study. Students especially praise the experience gained and the development of their skills. 3. Problem Solution The results of the research can be considered unambiguous and allow the answer to the research questions. Students definitely prefer project teaching in the form of computer simulation. This tool allows you to apply and combine previously acquired knowledge and transform the theoretical level of knowledge into the application level. Students also consider this form of teaching to be effective in preparing for their potential future employment in the automotive industry. The results of the current survey are in full agreement with the results of the previous survey conducted in 2017 by co-author M. Beranek. Due to the fact that over the last four years, despite the Sars-Cov pandemic 19, students’ attitudes towards project teaching have not changed, students declare that they benefit from this form of teaching, we can only recommend more massive implementation of this method in tertiary education. The number of crisis and the speed of changes have accelerated the transformation of the automotive industry and generates a new skill set for automotive managers. The simulation games concentrate on four of the five forces of Porter’s model: position among competitors, power of buyers, new entrants and threat of substitutes. The immense investment in new technologies is in different extents part of the simulations. Tools for different management tasks are as well integrated as changing business environments. What is not included in the games are supply chain/ procurement strategies (i.e. for chip shortage) or risk and crisis management (i.e. Sars-Cov pandemic or war in Ukraine). 4. Conclusion Simulation games provide a valuable contribution to modern teaching-learning methodologies. Participants evaluated both used online simulation tools in a very positive way. Based on a good fundamental skill set in business administration and management, the simulation should take place at the end of the bachelor education or within a master course. Participants gain not only business expertise but also improve their soft skills. Most of the current topics of the automotive industry are depicted in the games. Increasing the complexity of the game can be done by adding different scenarios. Besides technological changes, crisis have a major impact on industry in 2022. Therefore risk and crisis management with different changing environments have to be integrated in the simulation games. Disclosure statement: No potential conflict of interest was reported by the authors.

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