Abstract
Kolb’s Experiential Learning Theory (ELT) has been widely applied in Information Systems (IS) education to structure experiential learning. While effective for modelling cognitive development, ELT does not fully account for the professional identity formation required for workplace readiness. This study proposes an extension to ELT, Practice-Ready Transformation (PRT), to capture the internalisation of professional behaviours, adaptive mindsets, and collaborative agility developed through simulations. Using ERPsim, a live SAP-based business simulation, as the research context, we conducted qualitative interviews with thirteen experienced instructors across Australian universities. Analysis, guided by an IS Job-Readiness Framework, revealed that ERPsim supports all four ELT stages while also fostering attributes such as resilience, initiative-taking, and self-efficacy that extend beyond the original cycle. The resulting ELT+PRT model offers a theoretical advance in understanding how sustained simulation participation transforms learners into work-ready professionals and provides practical guidance for designing IS curricula that integrate technical, cognitive, and behavioural outcomes.
Recommended Citation
Faisal, Nadia; Chadhar, Mehmood; Mahmood, Samreen; Stranieri, Andrew; Goriss-Hunter, Anitra; and Rafique, Sana, "Practice-ready Transformation through Simulation in IS
Education: Extending Experiential Learning Theory" (2025). ACIS 2025 Proceedings. 277.
https://aisel.aisnet.org/acis2025/277