Over the years, the Association for Business Simulation and Experiential Learning (ABSEL) has invested considerable effort in formulating its research mission while reflecting on its unique identity among professional organizations. This article reviews the literature on this topicwhile identifying key issues and proposals. It then discusses the role of the BernieKeys Library and the subsequent Classicos initiative in addressing ABSEL’s research strategy. It suggests these two initiatives represent harbingers of a new research paradigm in which ABSEL will use the convenience and efficiency of a comprehensive research library to stimulate greater research motivation, productivity, and ultimately, quality.
Anderson, P. H., & Lawton, L. (2000). A Profile of ABSEL conference attendees. Developments in Business Simulation & Experiential Learning, 27, 261-264.
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Burns, A. C. (1986). The creation and operation of a data-base system forABSEL research. Developments in Business Simulation & Experiential Learning, 13, 102-105.
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Burns, A. C. (1999). A reviewofmy ABSEL-relatedwork. Developments in Business Simulation& Experiential Learning, 26, 298-299.
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Burns, A. C., & Banasiewicz, A. (1994). The intellectual structure of ABSEL: A bibliometric study of author cocitations over time. Developments in Business Simulation & Experiential Exercises, 21, 7-12.
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Burton, G. E. (1987). The relative value of the national ABSEL meeting: An analysis of perceptions by faculty and deans. Developments in Business Simulation & Experiential Exercises, 14, 20-22.
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Butler, J. K., Jr. (1999). ABSEL’s contributions to experiential exercises in the 90s. Developments in Business Simulation & Experiential Learning, 26, 16-24.
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Butler, R. J., Markulis, P. M., & Strang, D. R. (1985). Learning theory and research design: How has ABSEL fared?Developments in Business Simulation & Experiential Exercises, 12, 86-90.
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Faria, A. J. (2000). The changing nature of simulation research: A brief ABSEL history. Developments in Business Simulation & Experiential Learning, 27, 84-90.
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Faria, A. J., & Wolfe, J. (1999). ABSEL’s historical research interests. Developments in Business Simulation & Experiential Learning, 26, 1-1.
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Fritzsche, D. J., & Cotter, R. V. (1992). Benefits of Internet computer networks forABSEL members. Developments in Business Simulation & Experiential Exercises, 19, 51-53.
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Gentry, J. W. (1990). What is experiential learning? In J. W. Gentry (Ed.), Guide to business gaming and experiential learning(pp. 9-20). East Brunswick, NJ: Nichols/GP.
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Gentry, J. W., Commuri, S. R., Burns, A. C., & Dickinson, J. R. (1998). The second component to experiential learning: A look back at how ABSEL has handled the conceptual and operational definitions of learning. Developments in Business Simulation & Experiential Learning, 25, 67-68.
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Gentry, J. W., & Wolfe, J. (1981). ABSEL: Empirical findings on the state of the association. Developments in Business Simulation & Experiential Exercises, 8, 223-226.
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Goosen, K. R. (1986). An analysis of ABSEL conference papers (1974-1985). Developments in Business Simulation & Experiential Exercises, 13, 97-101.
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Hoover, J. D. (1974). Experiential learning: Conceptualization and definition. Simulations, Games and Experiential Learning Techniques, 1, 31-35.
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Howard, B., & Strang, D. (2001). ABSEL: The way we talk!Developments in Business Simulation& Experiential Learning, 28, 111-116.
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Kelley, L., & Brice, W. D. (1999). The contributions of ABSEL during the 1980s. Developments in Business Simulation & Experiential Learning, 26, 8-15.
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Kline, D. S. (1986). Management competency models and the life-long learning project: What role for ABSEL?Developments in Business Simulation & Experiential Exercises, 13, 122-125.
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Kuhn, T. (1962). The structure of scientific revolutions. Chicago: University of Chicago Press.
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Markulis, P. M., Ricci, P., & Strang, D. R. (1989). A fifteen year (1974-1988) review of ABSEL contributorship. Developments in Business Simulation & Experiential Exercises, 16, 200-203.
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Patz, A. L., Keys, J. B., & Cannon, H. M. (1999). Back from the future: An ABSEL “Merlin” exercise for the year 2005. Developments in Business Simulation & Experiential Exercises, 26, 2-6.
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Patz, A. L., & Morgan, S. W. (1994). ABSEL: The way we were and need to be. Developments in Business Simulation & Experiential Exercises, 21, 1-6.
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Peach, E. B., & Platt, R. G. (2002). The ABSEL research heritage and the BKL: Leveraging their value for future research. Developments in Business Simulation & Experiential Learning, 29, 260-264.
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Platt, R. G., & Peach, E. B. (2001). The ABSEL endnote database: The perfect tool for the Bernie Keys Library. Developments in Business Simulation & Experiential Learning, 28, 201-203.
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Schreirer, J. W. (1984). Megatrends for business simulation and experiential learning. Developments in Business Simulation & Experiential Exercises, 11, 83-96.
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Schreirer, J. W. (1989). Lifelong learning and ABSEL: An inquiry definition and relationships. Developments in Business Simulation & Experiential Exercises, 16, 196-199.
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Szczerbacki, D., Duserick, F., Rummel, A., Howard, J., & Viggiani, F. (2000). Active learning in a professional undergraduate curriculum. Developments in Business Simulation & Experiential Learning, 27, 272-278.
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Whatley, A. A., & Hoffman, W. R. (1984). Opportunities for the future: ABSEL’s role. Developments in Business Simulation & Experiential Exercises, 11, 101-106.
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Wolfe, J. (1986). The ABSEL research consortium: Preliminary steps and position papers. Developments in Business Simulation & Experiential Exercises, 13, 96-96.
