"The students find that the simulation game helps them understand how HR, finance, operations, and marketing actually all combine to either create competitive advantage or destroy competitive advantage."
– Dr. Keith Hellcro, Glasgow Caledonian University
Traditional didactic teaching methods leave students as passive receivers of information, but modern education demands active engagement. At universities across the UK, educators are revolutionizing their approach through experiential learning methods that connect theory to practice.
Dr. Keith Hellcro from Glasgow Caledonian University and Alessandro Frazza from the University of Sunderland London demonstrate how management simulations transform student engagement and learning outcomes.
Both universities recognized a fundamental problem: students were learning business subjects in isolation without understanding how disciplines interconnect in real organizations.
Dr. Hellcro explains, "We tend to teach in silos; this is a historical criticism of management subjects. A simulation game gets the student to realize that subjects are connected."
The shift from case studies to dynamic simulations proved transformative. Previously, students analyzed companies like BP, but this approach felt distant. With simulations, students make decisions and immediately see consequences, creating a visceral understanding of business complexity.
Rather than viewing technology as a cost-cutting tool, both universities embrace it as an educational enhancer. Dr. Hellcro emphasizes, "Technology is a tool to enhance, not a tool to replace."
Mr. Frazza incorporates creative elements, encouraging students to produce marketing videos and news articles that fuel team rivalry while developing communication skills. These additions transform competitive dynamics into collaborative learning opportunities.
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Results demonstrate experiential learning's effectiveness. Dr. Hellcro reports, "We can show that having used simulation games, we have on average lifted marks about one mark a year for the last four years."
More significantly, module completion rates improved dramatically. Previously, non-submission rates reached 15% for team reports. After implementing simulations, completion rates climbed from 83% to 92% on the first attempt.
Mr. Frazza observes similar patterns: "Not only has submission increased, but the final results have improved greatly, with a large majority of students achieving higher grades."
Both universities avoid linking assessment directly to simulation rankings, focusing instead on learning processes. Alessandro Frezza bases assessments on "reflective accounts of their participation, leadership learning, management style, and decision-making."
Dr. Hellcrow uses a mixed approach: team assessments (50%) combined with individual reflection (50%), with only 15% weighted on ranking performance. This maintains competitive engagement while prioritizing learning over winning.
Beyond subject knowledge, simulations develop critical workplace competencies. Students naturally develop leadership roles, communication skills, and collaborative problem-solving abilities.
Frazza highlights, "Students develop the ability to communicate with others that they don't know, that they have possibly never met, especially if they are only meeting online. These are very difficult skills to develop."
The team-based approach creates authentic workplace dynamics where students must navigate diverse perspectives, manage conflicts, and deliver results under pressure.
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Students work weekends, strategize with teammates, and engage far beyond what traditional teaching methods achieve. This intrinsic motivation, combined with measurable learning improvements, validates the experiential learning approach for modern higher education.
Key Takeaways: Experiential learning breaks down subject silos by connecting theory to practice, technology enhances effective teaching when properly implemented, and competitive environments develop both academic knowledge and essential workplace skills.