Scenarios

The scenarios

As part of the course, students were given five exercises to complete. In each exercise, students had the task of setting up production for a new product. In addition to setting up and maintaining the supply chain, students were given additional exercises to facilitate the achievement of the intended learning outcomes of the course, specifically to gain new skills and build on existing ones. The following list provides an overview of the saves created for the course.

• Exercise 1, Scenario 1: The first exercise was intended as an introductory exercise where students had to set up production for potatoes and deliver them to the local farmers market. This exercise was not considered for calculating the company score.
• Exercise 2, Scenario 3: In the second exercise, students had the task of setting up production for wooden trains and selling them to the toy store. They were given a solution from the previous exercise as a basis. In addition to setting up the supply chain, students had to calculate the bill of materials for the wooden trains, write down the number of buildings needed, calculate the investment costs, and come up with goals and strategies for their fictitious company.
• Exercise 3, Scenario 5: Using the profits from the wooden trains, students were asked to make marbles, another product sold in the toy store. In addition to determining the bill of materials, students calculated the time-to-market. The calculation was disclosed in the group reports.
• Exercise 4, Scenario 7: Having already produced two products for the toy store, another product, the toy train set, needed to be produced. Since the player region did not contain the necessary iron ore, the students had to consider whether to import the raw material or buy a new region where they could mine it. In addition, since the toy train set consisted of the previously sold wooden trains, students could decide whether they would use all or part of the existing production or build a new production. Since this task could be quite expensive, students were also asked to think about the possibility of borrowing money, which they had to evaluate by calculating the payback period for the production of the toy train set.
• Exercise 5, Scenario 11: In the final task, students briefly switched industries to sell two products of their choice to the hardware store. This exercise was particularly influenced by the previous Import Decision exercise. It should be noted that Scenario 11 has to versions A and B. This is because students had to choose between importing raw materials/resources from the state or buying a new region to gain the resources themselves. Since students were given a new score for each exercise, two branches of the scenario were created, those with and those without an import decision.

See https://github.com/rockymine/RoIModAndSaves for the game-saves used with the course of 2020.