Abstract
Experiential teaching and learning activities such as games, simulations and practical activities are increasingly popular in management education. Teaching that can bring students closer to the authentic experience of their intended career, develop active competence or that in some way activates them into ‘doing’ as part of the learning cycle are reported well on from employers, academics and students alike. Literature exists that critiques experiential learning on the balance of advantages to potential costs to students of having these experiences built into their education and assessment. However, there is little research on the risks and costs to academics. This paper is a report on early findings from a BAM MKE funded project into the risks and costs to academics of creating and using experiential activities. It covers 12 cases of use of digital, in-person and mixed activities and at a range of scale, from classes of 500 to individual learners and in a mix of institutional and corporate settings.