The video outlines how role-play simulations are designed and assessed in undergraduate and master’s business courses to foster real-world decision-making under ambiguity.
📊 Quick Facts
| Type | Interview |
| Author | Alexandre GAIN |
| Published | April 1, 2026 |
| Source | Visit Source |
| Location(s) | WENGER Business Center |
🖼️ Illustrations
📝 Abstract
[Summary generated by AI] In this video, the author describes a seven-year practice of integrating role-play simulations into undergraduate and master’s-level business courses to cultivate decision-making skills amid real-world ambiguity. Resources include realistic, data-rich case materials; explicit role briefs (e.g., auditor, consultant); structured groupings that balance professional experience; instructor rubrics; peer-assessment instruments; and a mock-court format to elicit multiple stakeholder perspectives. Methods differ by level: in undergraduate courses, students tackle tightly scoped tasks (e.g., business valuation, CRA-related tax issues) with clearly delineated information and instructor-led assessment to prevent discomfort and ensure feasibility without prior work experience. In the master’s program, students receive open-ended cases, identify salient issues and information gaps, and present resolutions; groups assess one another’s analyses while the instructor evaluates coverage of expected issues. Deliverables include in-class presentations, articulated conclusions, peer feedback, and documented issue identification and information requests. Reported outcomes indicate reduced fixation on single right answers, improved analysis of stakeholder perspectives, and enhanced creative problem-solving aligned with business realities. The author emphasizes scaffolding (starting small), ensuring prerequisite knowledge (e.g., business cycles), and iterative refinement of cases via targeted student surveys capturing likes, struggles, and takeaways.