From theory to practice: An action research study on personalised group coaching for authentic learning in business simulations

Business education increasingly recognises the need to bridge theoretical knowledge with practical application, yet students often struggle to apply concepts in real-world contexts meaningfully. This action research study investigates how personalised group coaching enhances experiential learning in Master of Business Administration (MBA) business simulations at the University of East London, contributing to the Scholarship of Teaching and Learning by examining authentic learning environments in business education.

Grounded in constructivist and social learning theories, this study employed Kemmis and McTaggart’s cyclical model (2005) to implement structured coaching interventions. Thirty MBA students participated in weekly coaching sessions over six weeks while working in five competitive simulation groups. Data were collected through mixed methods, including surveys, systematic observations, focus groups, and document analysis.

The findings reveal significant improvements in students’ engagement with realistic business challenges, with 85% of participants reporting enhanced ability to apply theoretical knowledge in practical scenarios. Students rated the effectiveness of coaching in facilitating real-world applications at an average of 8.9 out of 10. Qualitative data demonstrated progression in authentic professional capabilities, including improved decisionmaking confidence and strategic reasoning.

This research demonstrates that personalised group coaching creates genuine learning environments that transform theoretical business education into accurate professional preparation. The findings suggest that embedding coaching within business simulations is an effective strategy for developing genuine professional competencies and enhancing student engagement.