PurposeThe purpose of this paper is to introduce an approach to business simulation with less dependence on business simulation software to provide innovative work experience within a programme of study, to boost students’ confidence and employability.Design/methodology/approachThe paper is based on analysis of existing business simulation literature, which is synthesised with contemporary pedagogic trends and the outputs of the authors’ longitudinal research on improving the effectiveness of business simulation as a teaching method.FindingsThe use of business simulation as a pedagogic tool can be considerably extended beyond built‐in functionality to match the needs of various business‐related disciplines. Learning from their own mistakes enabled students to appreciate the gap between theory and its application.Research limitations/implicationsBusiness simulation can provide an innovative provision of work experience for students, if its design utilises continuous formative feedback and reflective practice amongst other pedagogical elements rather than relying on sophisticated business simulation software.Practical implicationsThis paper offers a blueprint for the provision of business simulation exercises in higher education as means for equipping participants with a work‐like experience.Originality/valueThe article presents a fresh view on the use of business simulation in the educational process, while contributing to the long‐standing debate on bridging the gap between theory and practice.

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The aim of this paper is to provide a comparative analysis of higher education and the graduate labour markets in selected European countries (France, Germany, Spain and United Kingdom) in the context of the expectations of graduates and prospective employers, and respective recruitment and selection practices. Expectations of graduating students from a number of European collaborating universities are sought and analysed in order to find out about a match between the knowledge and skills of graduates and the needs of European employers. The study examines the process of graduate recruitment, employee and employer expectations, and the role of higher education institutions in meeting such expectations. Primary data was gathered from 252 employers and 485 final year (graduating) students through the use of questionnaires. The analysis of the data collected has revealed different approaches to but similar methods of graduate recruitment between the four countries. Despite the current differences in higher education systems and labour market trends, the expectations of employers and graduating students are more similar than different. It is concluded that EU graduates will have good employment prospects in an integrated labour market.

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Purpose – The purpose of this paper is to present results of an exploratory cross-cultural study aiming to examine the role and meaning of inspiration in organisational settings to advance the contemporary understanding of inspiration and its manifestations. Design/methodology/approach – The study utilises Gadamerian philosophical hermeneutics to cultivate an understanding of the rationalisations of inspiration at work and to explore its conceptualisations to inform future research. Findings – The findings strongly indicate that inspiration in its numerous manifestations is not confined to the domain of personal life and that it often occurs in organisational settings. There are no indications that inspiration is affected by the cultural belongingness of employees, rather it is found that attitudes towards inspiration differ among representatives of the different levels of the organisational hierarchy. A connection between motivation and inspiration is discussed and indication found that at the level of lay accounts the concepts are perceived to be both different and complementary. Originality/value – The article presents a conceptualisation of inspiration in an organisational context to guide future research towards a more instrumental approach to recognising and utilising inspiration in contemporary management practice.