One of the most valuable outcomes from a simulation is soft skills practice. 

Ask any employer what new graduates are missing, and you’ll hear the same answer again and again: soft skills. They’ve got the technical know-how, the Excel formulas, the data analysis, the theory, but many stumble when it comes to communicating clearly, collaborating on a team, or adapting when things don’t go according to plan. 

Business simulations don’t teach soft skills in a step-by-step way. But they require them! And when students engage deeply with a simulation, they get a controlled, challenging environment to practice the very skills they’ll carry into their careers. 

Soft skills are personal attributes and interpersonal abilities (often called “people skills”) that shape how well someone works with others and performs on the job. Unlike hard skills, which are technical and job-specific, soft skills transfer across industries and roles. Whether you’re running a startup, managing a project, or climbing the corporate ladder, these skills are the foundation for success. 

1. Communication: Teammates have to make their case to each other and to their instructor as they justify their decisions. Explaining why your team adjusted its pricing strategy or expanded into a new market builds clarity and confidence. It might seem obvious but most businesses struggle with communication. Our simulations provide students a regular, periodic opportunity to practice communicating their thoughts and ideas.   

2. Teamwork: If students learn nothing else, they will learn what it takes to function as a team (both positively and negatively). Simulations make that unavoidable. The workload is often too much for one person, so dividing responsibilities and trusting your teammates becomes essential. Collaboration often means better outcomes. 

3. Adaptability: Students face uncertainty in our simulations. Market share drops. Competitors launch new products. Customer preferences shift overnight. These force students to pivot quickly and adjust their strategies. Adaptability is the difference between surviving and winning. 

4. Problem-Solving: Every decision round presents a new challenge. Should you increase marketing spend or hold steady? Adjust your price? Invest in new technology or double down on operations? Students sharpen their ability to analyze information, weigh trade-offs, and take action.

5. Leadership: Ever been on a team where no one wants to make the call? Simulations surface leadership moments fast! Each team has a leader responsible for finalizing decisions, but true leadership isn’t about titles. It’s about guiding discussions, building consensus, and standing by the plan when the pressure rises.

6. Work Ethic: Winning teams aren’t just lucky (most of the time!), they need to put in the hours. Students quickly discover that success requires digging into the materials, running the numbers, and showing up for their team. And just as important, they learn what happens when someone doesn’t pull their weight.

7. Time Management: Simulations are fun. Sometimes too fun. Students can easily spend hours analyzing every line of data. Time management becomes critical, balancing the need for deep analysis with the reality of other classes, projects, and life commitments. 

While simulations create the environment for soft skills to grow, instructors can amplify the experience by: 

Want to make soft skills even more visible? Try these classroom ideas: 

Business simulations aren’t just about numbers and strategy. They’re about people and how they work, lead, and adapt together. By engaging in simulations, students don’t just understand business concepts better; they get to practice the skills that will make them more effective in the workplace, long after the simulation ends. 

Author: Tim Sams
Director of Marketing for Interpretive Simulations.

Business simulations are often associated with live classrooms involving group decisions, instructor guidance, and real-time discussions. But what happens when they are used in asynchronous online courses, where students don’t meet live and instructors aren’t walking through the results with them in real time?

At the University of the Cumberlands, Professors Maeghen  Kuhn and Stephanie Thacker are proving it can work, and work well.

Kuhn and Thacker teach fully asynchronous business courses, meaning students work through materials independently, on their own schedule, without live sessions. In that environment, simulations like BizCafe, HRManagement, and CountryManager offer a hands-on learning opportunity where students make decisions, see the outcomes, and reflect on what happened. And all of this happens without real-time instructor input or group work.

“We run on eight-week terms, totally asynchronous, all folders open,” Kuhn explains. It’s backed by a thoughtful approach to course design.

“You have to evaluate all the content in the course,” Kuhn says. “To decide where you want [the simulation], when you want it, and how much. It’s all different puzzle pieces… what assignment do I prepare this with? Do I want them doing a reflection? A huge project at the end? Weekly quizzes?”

The point, she says, is not to just add more content but to integrate the simulation meaningfully.

In a synchronous classroom, students might rely on live feedback or peer discussion to gauge how they’re doing. In an asynchronous simulation-based course, instructors need to build in other ways to help students process what’s happening and why.

That’s where feedback and reflection come in.

Thacker explains: “I always tell my students, it is a learning opportunity. This is where you’re going to learn more by failing in this safe space… I go in and give detailed feedback, these are some things that you need to be looking at for the next rounds.”

The instructors aren’t grading students on how well they “performed” in the simulation, but on what they learn from it.

“We assess on what they learn in the simulation,” says Kuhn, “not how they did in the simulation. We grade based on completion of the simulation and then reflecting upon what they do.”

Reflection is key and it’s one of the most important ways to keep students engaged in an asynchronous course.

As Thacker puts it: “Completion does not mean I sat down for 20 minutes and clicked through and made decisions and that was it… You have to actually put in the work, put in the effort.”

For Kuhn and Thacker, the value of simulations in asynchronous learning is about career preparation. It goes beyond engagement.

“We try to make sure students don’t just have that background knowledge that we can look up on Google or now with AI,” says Thacker. “We want them to have that ability to apply that knowledge… because we know that’s the best way to prepare them.”

That’s especially important in asynchronous settings, where students need to take initiative and think critically without the structure of a live classroom.

Kuhn sums it up: “We do not believe in failing students because they failed the simulation, because that’s the whole point… Most likely, if you’re failing in the simulation and you try again, there’s potential that you will learn more than those that were successful each round every time.”

If you’re an instructor or course designer considering simulations for asynchronous courses, Kuhn and Thacker offer this advice: don’t treat it like a plug-and-play add-on. Simulations work best when treated as a meaningful part of the course. Designing the experience intentionally, framing it as a real-world challenge, and building in time for reflection helps students get the most out of it.

“Don’t just throw it into an already existing course,” says Kuhn. “You’re going to overwork your students, you’re going to overwork yourself, and students just aren’t going to be interested in anything.”

Thacker adds: “Try it before you buy it… You don’t get feedback until students are completing it, and then you’re trying to go through it as they’re going through, and it just doesn’t work.”

Their final word of wisdom?

“You have to be strategic about it,” says Thacker.

The 2025 edition of Foreign Market Entry & Growth features expanded content in Chapters 3 and 7, new cases and assignments, updated data, and enhanced assessment tools. We’ve also revised all instructional resources and added a comprehensive References page to support easier navigation and teaching.

Specifically, here’s a more detailed description of what’s new!

Chapter 3 now includes a new section that explores key shifts in global population trends, including:

These updates help students connect population data to strategic marketing decisions in global contexts.

The content is reinforced with new sidebars, examples, and a realistic look at how culture influences business decisions—not just theoretically, but practically.

Part 2: Internal Cultural Issues (Organizational Culture): The original chapter content—focused on the Seven Tudes and internal alignment—remains intact here, giving instructors the flexibility to approach both external and internal cultural strategy.

We’ve added several new cases and assignments to help students apply what they’re learning to practical scenarios:

These additions are ideal for instructors looking to incorporate a broader range of industries, regions, and strategic challenges.

To give instructors greater flexibility in testing and evaluation, all chapter quizzes have been expanded from 20 to 40 questions each. This makes it easier to randomize quiz content and to customize assessments across sections or semesters.

The final exam has also been updated with two new questions that reflect the new cultural content in Chapter 7A.

Several sections across the eBook have been refreshed with the most recent available data, including:

In addition, all instructional materials—including the Instructor Guide, PowerPoint decks, quizzes, and assignments—have been revised to align with the 2025 edition.

A new References page has also been added, consolidating all sources used across the chapters for easier access by both students and instructors.

Earlier in 2025, CountryManager was also updated! Those changes now include:

The simulation and eBook continue to complement one another, offering a robust experiential learning experience that brings international marketing to life.

The 2025 update to FMEG is designed to reflect where global business is headed—and to help students develop the mindset and tools needed to navigate it. Whether you’ve used FMEG before or are considering adopting it for the first time, we think you’ll find these enhancements both timely and practical.

If you’d like a walkthrough of the new content or help integrating it into your course, we’re here to support you.

When Dr. Michele Yoder, Associate Professor of Strategy at York College of Pennsylvania, starts her capstone strategy course, she knows her students are walking in with a major blind spot

“Students coming into my class have typically spent the last year or two taking classes specific to their majors. So essentially, they’re in their functional silos, and they’re really comfortable there.”

To break them out of those silos and get them thinking like real strategists, she turns to StratSim, Interpretive’s automotive industry simulation. It’s been her go-to tool for years—and with good reason.

One of the most impactful lessons her students take away from the simulation?

“Students are also often surprised what a big impact decisions made by their competitors can have on their firms. So all the data available to students about their firms sometimes lulls them into a false sense of predictability until their competitor launches a better product targeting one of their primary customers. And I think this is a really important lesson for students to experience.”

This kind of uncertainty isn’t a bug—it’s a feature. Dr. Yoder embraces the simulation’s ambiguity as a critical part of the learning process.

“Another challenge, which is intentional, is the ambiguity that students experience. And that’s a challenge I want them to face and deal with. In fact, giving them practice dealing with the ambiguity is one reason I use a simulation.”

Dr. Yoder uses StratSim in her senior undergraduate capstone strategy class, where students manage a simulated auto company across several competitive rounds.

She’s used both the Unique Start and 3+3 scenarios—and sees value in each:

“I’ve been using the Unique Start scenario as opposed to the Even Start scenario because one of the skills I want to work on with students is analyzing a firm’s strengths and weaknesses, its resources and capabilities, then making decisions about its strategy that align with the firm’s unique condition.”

As for the newer 3+3 scenario?

“We really liked the three plus three scenario. For me, I appreciated that it still gives me some uniqueness… but at the same time… gives the students a little more flexibility in their strategies from the outset.”

Dr. Yoder doesn’t rely on simulation performance alone for grading. But when it comes to evaluating how teams are doing inside the sim, she keeps things practical.

“When I’m measuring their performance on the simulation, I use stock price as my primary measure because it’s correlated with a lot of the other metrics like net income. And the simulation results screen… is my go-to place for those measures.”

Her favorite tools within the sim include:

It’s not just about learning how to run a business. It’s about understanding the realities of competitive strategy—and how quickly things can change.

“I can stand in front of the class and tell them over and over again how successful businesses integrate the various functional areas, but it’s not real to them. Until they do the simulation and suddenly they have to manage several different functional areas and get them all pointed in the same direction, ideally guided by their strategy.”

If you’d like to watch this webinar where we walk through interpreting results for best student outcomes, as well as interview with Dr. Yoder, send us an email at simulations@interpretive.com

Find out more about StratSimMarketing

Find out more about StratSimManagement

Dr. Yoder is also the co-author of Teaching Methods in Business: Computer Simulations and Gaming, a practical guide for instructors. It’s a practical guide for business educators looking to boost engagement and learning outcomes through simulations, serious games, and gamification. It covers the theory behind these tools, offers a framework for selecting the right one, and provides step-by-step advice for implementation. Notably, Dr. Yoder contributes a chapter detailing how she integrates the StratSim simulation into her senior strategy course—an invaluable resource for instructors seeking real-world guidance on making simulations work in the classroom.

You can find more about it here: Computer Simulations and Gaming

Incorporating a business simulation into your course can transform the learning experience, bringing real-world decision-making and strategic thinking into the classroom. However, adopting a simulation for the first time comes with its own set of considerations. Here’s a guide to help you choose the right simulation and prepare for a successful rollout.

With so many options available, selecting the right simulation can feel overwhelming. Start by considering:

Adopting a business simulation means integrating a dynamic and interactive learning tool into your course. Here are some expectations to keep in mind:

A simulation can take up as much time as you want it to and that workload ranges based on what you want out of it:

Ready to implement a business simulation in your course? Follow these steps:

By carefully selecting and integrating a business simulation into your course, you can create an engaging and impactful learning experience that bridges theory with real-world application. Explore the possibilities today and enhance your students’ educational journey!

When integrating a business simulation into your curriculum, it’s important to think of it not as a mere classroom activity, but as an immersive story—a dynamic experience where students take on real-world challenges and learn through decision-making. Our simulations are designed to do just that, providing students with the unique opportunity to step into the roles of business leaders and make decisions that shape outcomes.

One of the most impactful ways to maximize the benefits of a simulation is to frame it as a journey rather than just another assignment. Encourage students to view the simulation as a hands-on chance to run a business, where their choices directly affect outcomes. By treating the experience as a serious endeavor—as though it were their money, their reputation, and their career on the line—students are far more likely to engage deeply with the material.

Interpretive Simulations offers a variety of role-based experiences. Whether students are placed in the Marketing Department, act as part of the Management Team, or take on the role of a Manager, these simulations require them to think critically and strategically. This immersive approach helps students not only understand but also internalize the complexities of running a business.

The framing of the simulation at the outset is critical. As an instructor, you should emphasize the importance of preparation, encouraging students to thoroughly read and analyze the case. This initial investment in understanding the scenario sets the foundation for meaningful participation throughout the semester-long simulation. Remind students that their role in the simulation mirrors real-world stakes and provides a safe space to experiment, reflect, and learn from the outcomes of their decisions.

Another key aspect of Interpretive Simulations is the extended duration, typically lasting an entire term. This time frame allows students to not only make decisions but also reflect on their choices, analyze results, and adapt their strategies. This reflective process is invaluable in helping them develop critical thinking skills and a deeper understanding of business dynamics. But our simulations can also be done in shorter time frames. Many classes start the simulation mid-way through the term, and some even run the simulation over a couple of weeks, all with success. In some special cases, our simulations have been used over the course of several days. The days are wholly devoted to the simulation experience and require a lot of preparation, but it can be an intense, valuable experience for students.

Instructors play a pivotal role in fostering student engagement. By setting the stage for the simulation as a compelling story and encouraging students to take ownership of their roles, you’ll help them get the most out of the experience. Through the thoughtfully designed simulations from Interpretive Simulations, your students will gain practical, hands-on knowledge that will resonate far beyond the classroom.

Author: Tim Sams
Director of Marketing for Interpretive Simulations.

Instructors using our simulations have several ways to gain insights into their students’ learning. Two key methods include analyzing comparative results and reviewing assignment responses. While these provide valuable glimpses into students’ understanding, an additional tool for evaluation comes at the end of the course: the Final Presentation. 

We offer general guidelines for these presentations but leave much of the structure up to individual instructors to align with their goals. However, many instructors have asked for advice on optimizing this process. To help, we consulted a few seasoned users of our simulations and gathered their expert input. 

For this blog post, we’ll highlight guidance from one instructor in particular: Frederick Lawrence. Fred teaches at Central Michigan University and brings extensive experience in marketing and supply chain from industry. He leverages this dual perspective to prepare his students for their future careers. 

In the 15-minute video below, Fred outlines his approach to the Final Presentation for Entrepreneur, a simulation he uses in his “Functions of Retail Management” course. 

Fred provides a detailed overview, but his students’ presentations generally follow this rubric: 

1. Business Name and Target Market

Students must articulate their chosen market’s needs, desires, and interests, demonstrating a deep understanding of their audience. 

2. Employment Decisions

3. Financial Performance

Fred ensures that students cover the financial basics, an area that often induces anxiety. Key elements include: 

4. Successes, Failures, and Key Takeaways 

While these points are tailored to the Entrepreneur simulation, the principles behind them are broadly applicable across most of our simulations. 

What do you include in your Final Presentations? We’d love to hear from you! If you’d like to share your approach, please email us at marketing_support@interpretive.com. 

Faculty choose to use a simulation for many reasons, but primarily it comes down to helping students make the connection between concept and practice. That understanding will make a difference to the employers of these students and that’s an important outcome for business school students.

But it doesn’t happen automatically. Instructors need to curate the experience for students by offering questions for reflection so that they understand the meaning of their experience with the simulation.

Bruce Gray, a former banking executive and a Penn State Behrend alumnus produced this short video to help students understand how to make meaning from their experience with our simulation, BizCafe. We thought it would be useful for other instructors to see his thoughts!

Specifically, Gray wants students to be able to articulate what they learned from their simulation experience, particularly the areas that would matter most in business. To that end he asked them to think about:

He notes that, “Experienced business executives know that what matters in business education is that students learn how to analyze, formulate strategy, and make decisions—particularly on a team.”

Our suggestion is that you take these questions and work them into your curriculum, either as a prompt for an end-of-simulation report, or a final debrief. And if you do, tell us about your experience at marketing_support@interpretive.com! We’d love to hear from you and to share your experience with other instructors.

Thank you to Bruce Gray and all the instructors at Penn State Behrend for sharing your experience!