Using online role-play to teach business negotiation in hospitality and tourism education: student perceptions and teaching tips

This study describes how Zoom-based negotiation role-plays in a fully online graduate course were used to develop skills transferable to hospitality and tourism practice. Grounded in social constructivism and active learning, the design combines structured pre-negotiation planning, synchronous Zoom negotiations, and guided post-negotiation reflection. One hundred and five online MBA students completed two multi-issue role-plays, including an adaptation of the Coffee Contract exercise framed as a long-term supply relationship between a hospitality operation and a specialty coffee vendor. Quantitative data on role-play performance and final course grades were complemented with measures of perceived learning and students’ open-ended comments. Results show that stronger role-play performance is associated with higher learning achievement and perceived learning. Students highlighted realistic practice, improved communication and negotiation techniques, scaffolding, and enhanced critical thinking, while also noting challenges with scheduling, preparation, peer dynamics, and technology.