ABSTRACT
One essential feature of the approach to using business wargaming in the classroom shall now be elaborated. In order to judge and evaluate the moves of the competitor teams, a computer model was not assigned; instead, the business wargames relied on the human judgment of the customer team, making a distinction between business wargaming and computer-based simulation, which implies that no model restricts the strategic options developed within the simulation. The knowledge-to-action approach has proven particularly viable with master-level students, which, for instance, previously had a course on strategy, allowing them not only to apply but foremost to critically reflect their applied knowledge of strategy making. A business wargame carried out at an art school was characterized by emotional and political dynamics. While the members of one team from the beginning struggled heroically to work together, this experience appeared to be very valuable for the entire business wargame.
