Alison Bailey is an Associate Professor in Management at the University of Sussex Business School and is the convenor of the Introduction to Business and Management (IBM) a large core module taken by nearly every first-year business student in their very first term. Alison’s teaching research focuses on using team-based learning to enhance student engagement and outcomes in higher education and business simulations, other areas of interest include leadership and sustainability. She is a Senior Fellow of the Higher Education Academy (SHEA), a Certified Management and Business Educator (CMBE), a member of the Team-Based Learning Collaborative and has recently been appointed as the PRME London & South-East Co-Lead.

What I did

I redesigned the IBM module to integrate experiential learning through a business simulation game, replacing outdated assessments and traditional lectures with more active, practice-oriented experiences. The aim was to combine theoretical learning with real-world application, teamwork, and critical thinking. All delivered in a way that keeps students motivated and connected from day one.

The module is structured in two halves: the first focuses on foundational business theory, and the second immerses students in a business simulation where they apply that theory in running a virtual company. Over the years, we’ve evolved the simulation component.

Why I did it

The diversity of knowledge levels among first-year students makes this module particularly challenging. Some students arrive with a deep understanding of business concepts, others have never studied business before. My goal was to design a module that levels the playing field, engages everyone regardless of background, and sets a strong foundation for their degree.

Personally, I’m a social constructivist teacher. I believe students learn best when they can apply theory to practice in meaningful, collaborative settings. The previous iteration of the module lacked a clear connection between theory and practical application. Introducing a simulation and strengthening its link to classroom content helped bridge that gap. Additionally, embedding sustainability and employability throughout the course ensures that students not only learn and put into practice business theory but also gain essential, future-facing skills.

How it works

In weeks 1–5, students are introduced to key business concepts, from organisational structures to marketing and finance using team-based learning resulting in an MCQ to test knowledge. Going forward this will be assessed through a poster presentation and a reflective audio file focusing on sustainability frameworks. From week 7 onwards, students work in teams to manage a virtual business using a simulation game. Originally, this was Marketplace Business Fundamentals, where students ran a bicycle company. For the coming academic year, we’ve adopted an ESG-focused simulation called Humbro from SAGE Publishing where students make decisions based on real-time global news events, such as supply chain disruptions.

Each week in the simulation represents a financial quarter, and teams compete on metrics such as market share and profitability. A balanced scorecard approach is used to assess performance. Weekly rankings are shared, which fosters a healthy competitive spirit and the simulation concludes with a team presentation and peer evaluation via Buddycheck.

Throughout, we embed sustainability using tools like the TASK certificate and the Climate Fresk. We even collapsed a week of the module to run Climate Fresk workshops, bringing together diverse student groups to reflect on climate impacts and corporate responsibility.

Impact and student feedback

The student response has been overwhelmingly positive. Many appreciate the practical, team-based nature of the module and the opportunity to form early friendships. They describe the classes as inclusive and engaging, and the simulation itself as highly motivating – particularly the live leaderboards, which fuel their competitive instincts!

The sustainability focus has also resonated. Students are beginning to see ESG not just as a theoretical add-on but as central to business strategy. In fact, some students then trained as Climate Fresk facilitators after participating in the workshop, with others hoping to train this academic year. 

On the flip side, presentations can be anxiety-inducing for some, and peer complaints about unequal team contributions do come up. That’s where Buddycheck has been incredibly helpful, giving students a fair and transparent way to evaluate each other.

Future practice

Going forward, we’re making several key changes. We’ve scrapped the multiple-choice tests as they weren’t fit for purpose in large lecture theatres and didn’t support deep learning. The new poster and audio reflection are much better aligned with our goals.

We’re also embedding a new simulation which brings new challenges and opportunities. It’s longer, 12 rounds instead of 4; has a strong ESG emphasis; and integrates current global events, which adds complexity and realism. We’ll continue running the Climate Fresk annually, and we’ve strengthened ties with the International Study Centre to ensure students from all backgrounds can participate and feel part of the community.

We’re also inviting in a wider range of guest speakers, including representatives from B Corps, sustainable businesses, and local entrepreneurs, to enrich the module with real-world voices.

Top tips

1. Just do it. Don’t be afraid to introduce a simulation. Yes, it’s resource-intensive and complex, but the rewards are huge in terms of student engagement and learning outcomes.
2. Know it inside out. Play the simulation game yourself. Try to “break” it. You need to understand the mechanics fully because at least one student will probably figure it out faster than you! Strong understanding also helps you align it with your learning outcomes.
3. Train your staff. All teaching staff need proper hands-on training with the simulation. We run full-team trial games and ensure everyone is confident before term begins. This is especially important for a consistent student experience across a large cohort.
4. Design for inclusivity and clarity. Create clear, step-by-step resources, especially for neurodiverse students. Simulations can be overwhelming without strong scaffolding.
5. Link it to employability and sustainability. Choose a simulation that not only teaches business acumen but also builds soft skills like teamwork, communication, and adaptability.
6. Speak to staff running simulations or Fresks. Gabriella Cagliesi, Rashaad Shabab and Sambit Bhattacharyya run MarketPlace Corporate Capitalism with Apprenticeship students; Alex Pearson and Claire Tymoshyshyn run and organise Climate Fresk.