TEACHING TECHNIQUES
persuasively, drawing on both theoretical frameworks and practical insights. They needed to think on their feet, respond to follow-up questions and defend their positions under scrutiny, much as they would be required to do in a professional business setting. Dynamic development Feedback from students on the role-play assessment was overwhelmingly positive, though they also recognised its challenges. Many highlighted that the experience helped them apply what they had learned to practical business situations. Unlike traditional written assessments, the role play required them to engage dynamically with complex supply chain problems and make real-time decisions. They found that this more closely reflected the types of situations they would encounter in the workplace. The interactive nature of the assessment also helped students understand how different concepts interconnect in practice, rather than viewing them in isolation. In addition, the process developed critical thinking and problem-solving skills. Students had to analyse issues quickly, evaluate alternative solutions and defend their recommendations. Some initially struggled with the unpredictability of questions and the inability to rely on pre-prepared answers but later acknowledged the benefits for their professional development. Another recurring theme concerned the verbal nature of the assessment. Many students noted that while written formats allow time to refine arguments, regular business interactions demand the ability to articulate ideas clearly and persuasively in real time. Several reported that the role play helped them build confidence in presenting their ideas, handling unexpected questions and maintaining composure under pressure; skills they found useful for situations such as interviews and client discussions. Students also commented on the intensity of the experience. The time-constrained and dynamic nature of the role play, combined with the unpredictability of the assigned case study, created a demanding environment. Some students expressed initial anxiety, particularly given that they could not choose or prepare for the specific case they would face. However, many later reflected that this intensity was a valuable part of the learning experience, as it closely reflected the kinds of pressures managers face in professional settings. Finally, students raised some concerns about fairness, particularly regarding the varying complexity of different case studies. While the random allocation of
cases aimed to ensure an even distribution of difficulty, some perceived differences remained. However, the majority of students acknowledged that this element of unpredictability challenged them to adapt quickly, skills that will serve them well in future business roles. Incorporating new technologies There is significant scope to further develop role-play assessments in business education. As technology continues to evolve, digital platforms and AI-based simulations are beginning to reshape how educators design and run these assessments. They support realistic situations that students can access remotely, broadening participation and enhancing flexibility. This shift not only accommodates diverse learning needs and schedules, but also opens up opportunities for global collaboration and cross-cultural learning experiences. Emerging technologies such as virtual and augmented reality offer the potential to simulate complex business ecosystems with remarkable accuracy, replicating boardroom negotiations, crisis management situations, or cross-cultural stakeholder meetings. They allow students to practise repeatedly and reflect on their performance, which helps build confidence and capability. As these technologies become more accessible, they can also support collaborative, multi-user simulations that mirror the team-based nature of decision‑making in the real world. One area of growing interest is personalising role‑play scenarios using emerging technologies. AI tools could adapt exercises to match each student’s career aspirations, industry preferences and current skill levels. This means that each student can encounter challenges suited to their development needs, with feedback provided during or after the session. Over time, this adaptive approach could also help educators identify patterns in student performance and refine learning pathways to maximise individual growth.
Soheil Davari is director of accreditations and an associate professor at the University of Bath School of Management. He has more than 20 years’ experience in industry and higher education as a consultant and educator, with a background across sectors that include healthcare, logistics and manufacturing
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Business Impact • ISSUE 4 • 2025
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