2nd ICAI 2022

International Conference on Automotive Industry 2022

Mladá Boleslav, Czech Republic

Table 1: Comparison of StratSim and Auto Manufacturing

StratSim

Auto Manufacturing

Strategic Management

yes (i.e. SWOT, PESTEL, Case studies)

yes (i.e. SWOT, Case studies)

Risk Management

No, max. indirect

No, max indirect

Quality Management

no

no

Supplier Management

no

no

Project Management

yes, intensive

yes, intensive

Technology Management

yes (electrification and other aspects)

yes (electrification, auto. and connected driving and others)

1. Management Aspects

Production, Marketing, Human Resources, Finance, R&D

yes

yes

Procurement

no

no

2. Depart ments

Regulations

no

yes (CO 2 fine)

Incentives

no

yes (for electrical cars)

Supply Chain Disruptions no

no

Tariffs

yes (labour, trade)

yes (labour, trade)

3. Market and

Environment

Although the basis of the simulation games are the same, they differ in some aspects.

2. Problem Formulation and Methodology The basic problem is to find out whether project teaching has a positive impact on students’ knowledge and their ability to develop, combine and create new knowledge in comparison with classical frontal teaching, whether soft skills are developed during this teaching method and also whether project teaching helps in the transformation of theoretical knowledge into the application level in order to bring real practice closer. Research questions • Do students prefer project teaching in the form of simulation instead of frontal teaching? • Is business simulation a tool that allows you to apply and combine knowledge gained from previous studies and transform the theoretical level of knowledge into practical? • To what extent is the current situation of the automotive industry simulated?

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