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forpracticeThestudentsvoice.PDF
Artikel Högre utbildning
Vol. 3, Nr. 3, 2013, 199-210
Role-play as a pedagogical method to prepare students
for practice: The students’ voice
Ulrika Westrup* och Agneta Planander
Department of Service Management, Lund University
In this article we discuss how and why role-play supports students in gaining insights into
complex leadership situations. We give voice to the students by illustrating their experiences
in a role-playing activity involving a human resource management issue designed, performed,
and evaluated as part of a management program. The results show that the role-playing sup-
ports the students by stimulating them to understand the issue from various perspectives,
hence performing an overall change of perspectives. The role-playing exercise also enabled the
students to create a collective understanding of the situation. The active social interactions
and conversations of role-playing contributed to establishing a sense of community among
the students. We argue that role-play could be a viable and forceful pedagogical method
whereby teachers give their students the opportunity to prepare for practice. However, to
implement role-play as an alternative method of learning requires that the method is a part
of the institutional learning space.
Key words: Active learning, Role-play; Pedagogical method, Leadership in practice, Mana-
gement program
introduction
The significance of active learning is becoming
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