The phrase "simulated business" is correct and usable in written English.
It refers to a business that is not actually real, but is being used for training or demonstration purposes. Example: "The marketing students were able to gain practical experience through running a simulated business, where they had to create and market a product to a target audience."
Business games have the advantage of effective and enjoyable learning through strategic thinking in a simulated business environment.
Our self-assessment instrument is one approach, but there are others, such as an assessment of a person's behavior in a simulated business encounter and 360-degree feedback on a person's past behavior in an actual situation.
At the Web site StartHereGoPlaces.com, which was introduced last month, students can answer survey questions ("Who do you think deserves a higher salary -- a movie star or a football player?") or compete in a simulated business challenge set in the fashion, sports or entertainment industries.
Hysong et al. [2] suggested a business game training approach where a business game is a contrived situation, which embeds players/learners in a simulated business or project environment where they must make management-type decisions such as resource allocation from time to time besides teaching interpersonal skills like communication and conflict management.
If we can't experiment on real-life strategists running real-life businesses, how about if we experiment on real-life strategists running simulated businesses?
A simple computerized game was used to simulate business decision situations that required participants to use information, and enabled sharing it.
It is a model of models, and this leads to the creation of a higher level capability to simulate business scenarios such as rate ramp up.
Associated with the influential factors, we simulated the business as usual scenario in 2030.
For our project, we solve it by creating a power/energy estimator that simulates business scenarios to predict node autonomy; the estimation concerns both power and energy features.
We simulated a "business-as-usual" all-cause mortality scenario, and then simulated all-cause mortality rates in response to any changes in commute mode share to calculate lives lost or saved due to changes in bicycle commuting.
Students in the Master of Business Administration degree program helped accounting and finance faculty simulate sophisticated business decision-making scenarios.
