– The purpose of this study is to determine how closely an in-class role-play can mirror and capture the features and characteristics of work-based learning with real-life working experiences. The aim is also to discuss the potential and drawbacks of using role-play as a form of work-related learning.
– This case study relies on qualitative data obtained from learning journals covering learning experiences on a role-play exercise. In total, 16 undergraduate students participated in a course in business-to-business marketing and took part in a series of face-to-face simulations.
– Compared to the characteristics, features and potential outcomes of work-based learning, role-play can entail several similar learning outcomes. The strengths of a role-play are many. Participants can practise real-life situations in a safe environment; their learning is not restricted to a particular work setting; they are able to learn through reflection, and conflicts between stakeholders can be avoided. The comparative weaknesses include a lack of support from senior colleagues and an unclear contribution to the real world. Furthermore, the method may produce stereotypes or anxiety in the participants.
– Due to the small target group, reliance on one source of data, and the phenomenological nature of findings, further studies are needed with larger target groups and different research approaches.
– The findings reveal that role-play can offer higher education a supplementary tool for work-based learning.
– In higher education, role-play may serve as a tool to reach many of the learning objectives of work-based learning, especially if real workplace experiences cannot be arranged.
