Chapter 13 Game Theory 255
©2014 Pearson Education, Inc.
13.4 Behavioral Game Theory
Application: GM’s Ultimatum
An Experiment
Reciprocity
Teaching Tips
Chapter 13 is one that you may want to cover in detail, especially if you have a significant number of
management majors or pre-MBA students. Some students view economic analysis, game theory in
particular, and management strategy as separate entities. The value of this material is that it links pricing
strategy, advertising profits, and entry decisions, and thus demonstrates the importance of understanding
microeconomic theory for good managerial decision making.
The chapter begins with an overview of the game theory and then moves on to static games, where players
must move simultaneously. It then reviews mixed strategies and dynamic games. There is a substantial
amount of self-teaching that can occur by having the class work in groups on selected problems (see
Additional Questions and Problems later in this chapter) designed to make the points from each section. If
the class has to work out the rules for effective strategy on their own, they are more likely to understand
why such rules for behavior are important.
When presenting game theory, consider dividing the class into small groups before making any formal
presentation of types of equilibria and strategic rules. Give each group three or four games to solve, including
a simple zero-sum game, a dominant strategy equilibrium where players follow a given strategy no matter
what the other does, and a Nash equilibrium where the payoffs create a prisoners’ dilemma. (The Additional
Questions and Problems section includes sample payoff matrices.) You can ask the groups to simply play
the games at first, under the following rules. First, assume that each player must move simultaneously and
that no cooperation is allowed. Second, allow collusion between players, and last, assume that one player
gets to move first. Finally, you could ask the groups to try to write down general decision-making rules for
players, and note whether they need to modify those rules when the game is played repeatedly. If you try
this, you may find that students are quite good at identifying strategic decision–making rules once they
understand the games. By asking students to play the games first, you can then go back through the various
outcomes and identify them as Cournot, cartel, and so on when you reach Chapter 14. One of the great
advantages of game theory is that by simply changing the rules, the same payoff matrix can be evaluated
more than once, with different outcomes. You can return to this discussion when covering the final section
of the chapter on the comparison of output, price, and welfare effects for the various models.
In the section that covers dynamic entry games, three points are worth emphasizing. The first is to be able
to evaluate if the incumbent firm needs to deter entry, if they would want to deter entry, or if they should
not act to do so. The second is to determine if the firm would be able to deter entry should they choose to.
Finally, you may want to engage the class in a discussion of the normative aspects of this strategy. Some
firms actively attempt to damage another firm’s reputation or raise their cost in order to gain advantage.
A similar but more widely accepted strategy is an advertising campaign where competing products are
“shown” to be inferior in consumer tests. Without discussing how the relevant law reads in this area, you
can ask students how they believe the law should read. What rules should firms have to abide by in a
competition over a local market? Which behaviors should be allowed here and which should be illegal is
likely to be a matter of debate within the class.