Designing authentic business role play scenarios with ChatGPT

I developed the roleplay activity primarily to address a key learning objective of the unit, which is to assess ethics and sustainability within the realm of international business. It's crucial for students to grasp the concept of ethics, and this is my third time teaching this unit. In the past, I noticed that the lecture on ethics had the lowest viewership statistics, likely because students found it challenging to connect with the abstract nature of ethics or see its link to the context of international business.

I previously attempted a roundtable discussion on ethics, but it still failed to engage students effectively. This led me to the idea of creating scenarios based on cases discussed in the lecture and using roleplay as a teaching tool. With roleplay, every student can actively participate, taking on various roles and addressing challenges within a specific context. This approach allows them to better comprehend the practical applications of ethical theory.

In my teaching, I emphasise equipping students with skills beyond the classroom. The roleplay activity embodies this philosophy by immersing students in dynamic scenarios, bridging the gap between theory and real-world practice, particularly in ethics. It encourages students to ask the right questions and make informed decisions in complex contexts, fostering critical thinking and ethical reasoning essential for their future success.

Initially, I attempted to brainstorm scenarios independently but could only come up with a limited number, around three or four. Since I had ten groups in my class, I needed ten scenarios. To overcome this challenge, I turned to ChatGPT for assistance in generating ethical dilemmas, focusing on topics like supply chain and culture. The AI provided me with some excellent scenarios.

I then presented my students with a list of ten scenarios from which they could choose the one they found most appealing. In the following class, they would participate in role play activities based on their selected scenarios. I provided them with clear instructions, including:

• Identifying the ethical dilemma.
• Identifying the stakeholders involved in the situation.
• Devising strategies to navigate the situation while ensuring that each stakeholder is content with the outcome.

During our evaluation of this activity, my tutor and I were pleasantly surprised by the remarkable improvement compared to the roundtable discussion we had attempted in the previous semester. The students exhibited enhanced communication skills, a clear understanding of the task, and an adept selection of stakeholders.

What was particularly intriguing was that, contrary to expectations often associated with reserved behaviour, students from diverse backgrounds actively participated. Many Asian students, who, by stereotype, might be perceived as more reserved, showcased their engagement and enthusiasm. This inclusive atmosphere encouraged them to overcome their shyness, even when English wasn't their first language.

The students took a broad scenario and skilfully applied it to real-world examples, infusing their unique perspectives. They localised the role play by situating it within specific contexts, such as an Indian company operating in China or an American company operating in China. For instance, Chinese students shared firsthand experiences from China, sharing how actual cases were resolved and suggesting improvements. Their contributions expanded my own understanding, introducing solutions I had not previously considered.

It's important to note that the role play activity was not part of the formal grading process but played a pivotal role in scaffolding the subsequent assessment.

• Remember that the key to student engagement lies in them understanding the purpose behind what they're doing. It's not just about going through the motions; it's about making a genuine connection to the curriculum and their own learning journey.
• Link your activity to a central concept or assessment. Your activity should serve as a stepping stone toward a larger educational goal, whether it's a key concept you're exploring that week or aligning with broader learning outcomes. Alternatively, it can be designed as scaffolding for a forthcoming assessment. This way, every step your students take in the activity has a clear and meaningful purpose.
• Create an environment where knowledge isn't just delivered but constructed through active participation and collaboration.
• Give students the tools to build their understanding together, fostering a sense of shared meaning and discovery.
• In your own classroom, embrace the uniqueness of your students and your teaching context.
• Don't be afraid to adapt and go with the flow, recognising that what works for one group of students might need adjustments for another.
• Be flexible, listen to your students, and be open to new ideas.
• Ultimately, the magic of teaching lies in your ability to inspire and empower your students to explore, learn, and create meaning together.