Looking at role-play simulations of political decision-making in higher education through a contextual lens: A state-of-the-art

Evaluation of the Environmental Engineering Study Programme at University

“…United e-learning system (intranet), in the case of the Riga Technical University it is ORTUS multifunctional higher education establishment website, is essential in CBE, since if used comprehensively, can lead to strongest improvements in student's flexibility and can help to develop creative thinking [43], [44].…”

Theatrical Technology Assessment: A Role-play Simulation for Bridging the Gap between Technology and Society in Interdisciplinary Engineering Education

“…We have articulated important elements in the design of these TTA role-plays, related to role internalization, moderation, selection of stakeholder perspectives, involvement of observers, provision of facts, insertion of scenarios, and use of frames. Several of these elements have been described earlier in literature (e.g., Joyner & Young, 2006;Duchatelet et al, 2019), but in this pilot they have been adapted for the interdisciplinary engineering context and the goals of the role-play. What seems new to the literature on role-plays is the way in which students are involved.…”

“…A role-play can stage 'constructive controversies' (Tjosvold, 2008) around alternative interests, problem diagnoses and solutions, and enable students to transcend these differences. To make the role-play simulation into an authentic CTA-like learning experience, students need freedom to act in line with their stakeholder role, while a clear structure is needed to allow relevant and realistic stakeholder dynamics to arise (Duchatelet et al, 2019). It is important to include a variety of stakeholder positions.…”

“…Because students are not really stakeholders, but play them, the risk is that they only play on the basis of their assumptions and conjectures about stakeholder behavior and opinions, which may result in interactions that have little resemblance with the world outside the classroom. Each role-play simulation needs a certain verisimilitude (Duchatelet et al, 2019). Therefore, role descriptions are required, based on research of the field, which stipulate the main goals that stakeholders want to accomplish, their position in society, and the criteria with which they assess new technologies.…”

“…Both playing rounds are preceded by a preparation phase and followed by a reflection and debriefing (cf. Joyner & Young, 2006;Croockall, 2010;Duchatelet et al, 2019). A theatrical rehearsal phase is added to enhance the quality of the role-playing.…”