Business scholars agree that well-constructed experiential learning and specifically client-based projects (CBPs) provide an opportunity for students to apply concepts they learn to solve particular problems. As an additional outcome, they provide value for multiple stakeholders including the client, business community, university, and the instructor. However, CBPs can be inherently complex and demanding on instructors, impeding adoption and sustained use. As critical participatory action researchers, we worked collaboratively with faculty within our marketing department to examine and address the challenges of scaling capacity to support, effectively replicate, and grow use of CBPs in our business school marketing courses and subsequently other department curriculum. This article describes a unified view of project management and business development processes as a framework for effective scaled use of CBPs and outlines a suprastructure. It additionally offers “how to” guidance that can support use of a suprastructure as a means of achieving economies of scale, including description of roles and relationships.

This paper illustrates a teaching innovation that took a traditional role playing exercise based on a case study and added some nuances that amplified the learning experience. The example illustrated in this paper was a didactic negotiation exercise intended to teach simple, basic negotiation principles like zone of possible agreement (ZOPA), opening gambit, and the feel of the deal, but this innovation can be applied to many different types of interactive cases. Traditionally, an exercise like this is conducted in one class; however, in this case study, we enhanced the exercise by using two different classes in two different geographical locations taught by two different professors with different styles of teaching negotiation. Additionally, students had a choice of technology by which to perform the negotiation and technology was used to bring both classes together for a debriefing session. The end result was an exponential increase in the learning experience. Not only did the students accomplish the key learning objectives of the case, the negotiation principals, but they also were able to experience different negotiation styles taught by the two professors and experience the impact technology has on communication effectiveness.

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