Purpose: The 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/approach: The 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. Findings: The 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/implications: Business 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 implications: This 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/value: The 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. (Contains 2 tables and 1 figure.)