of communication, problem-solving, teamwork and professionalism help set expectations and provide a foundation for constructive feedback. Furthermore, providing background materials and preparation time helps students perform authentically. Challenges & practicalities Role-play assessments can take several forms, each tailored to specific learning outcomes. Boardroom simulations are ideal for testing leadership and strategic decision-making under pressure. Crisis management exercises immerse students in fast‑paced, unpredictable scenarios, such as a PR disaster, humanitarian logistics issue or supply chain failure, demanding rapid co-ordination and critical thinking. Sales pitch simulations develop persuasion and client engagement skills, while other formats such as performance reviews, M&A negotiations and cross‑cultural meetings offer unique opportunities to practise real-world business interactions. Despite their benefits, these assessments come with challenges. Some students may resist this format, especially those who prefer structured or individual tasks. Logistical complexity is another barrier – designing realistic scenarios, co-ordinating roles and fitting the activity into a packed curriculum can be demanding. Subjective grading is also a concern, as performance-based assessments may be influenced by assessor bias or inconsistent interpretation of criteria. These challenges can discourage wider adoption, even when the pedagogical value is clear. Over the past three years, I have made extensive use of role-play assessments within business education, finding them an effective way to evaluate students beyond traditional academic measures. Unlike methods such as essays or written exams, which tend to focus on theoretical understanding and analytical skills, role plays assess a wider range of capabilities, including confidence, composure under pressure and the ability to communicate effectively in challenging situations. To run these role-play sessions, the structure of the assessment was carefully designed to give students a deeper understanding of business challenges while ensuring the process remained equitable. Students were first divided into groups of five or six and tasked with collaboratively developing a case study centred on a hypothetical company facing significant business challenges. Each group selected a sector of personal or professional interest and designed a scenario that was both detailed and realistic.
“One area of growing interest is personalising role-play scenarios using emerging technologies”
The challenges in these case studies were drawn from real-world conditions, including demand volatility, technology investment decisions, environmental pressures, competition and shifts in how businesses operate. In preparing suitable scenarios, students were required to draw on core concepts covered in the course, conduct additional research and integrate emerging trends and real-world insights. This approach encouraged them to move beyond classroom theory and think creatively about how businesses operate within a complex and shifting global landscape. Once the case studies were completed, they were randomly assigned to different groups for analysis. This ensured that students were working on unfamiliar problems, testing their ability to quickly understand new scenarios, apply their knowledge and formulate strategic recommendations. The core of the assessment involved role-play sessions lasting 30 minutes. In each session, I adopted the role of the company’s CEO, while the student acted as an external consultant advising on strategic and operational decisions. I posed a range of questions; some focused on core supply chain principles, others open-ended or deliberately ambiguous to assess students’ problem‑solving skills, adaptability and ability to make decisions with incomplete information. Students were expected to justify their recommendations clearly and
32 Business Impact • ISSUE 4 • 2025
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