Simulation-Driven Experiential Learning, Skill Development And Perceived Employability In Indian Business Schools: A Critical Synthesis And Research Agenda

Purpose: Business simulations offer management students opportunities to apply disciplinary knowledge, evaluate decisions and work with others. Whether these experiences develop transferable skills and improve Raj Kumar Santra employability requires a clearer distinction between participation, learning, perceived readiness and employment. This paper examines that distinction in relation to postgraduate management education in India. Approach: A conceptual analysis and focused narrative synthesis connect experiential learning theory with an employability framework. Selected simulation studies are compared by educational context, design and outcome measurement. Indian policy and management-education literature inform the contextual discussion. No primary participant data are analysed, and the synthesis is neither a systematic review nor a meta-analysis. Synthesis: The literature offers support for simulation-related learning opportunities and favourable student perceptions, but does not establish a uniform progression from simulation participation to skill development and employment. Differences between post-activity surveys, pre–post assessments and employment-related studies limit direct comparison. Guided reflection provides a plausible learning mechanism; transfer to unfamiliar tasks and employability remain separate questions. A conceptual framework therefore links simulation participation with engagement and reflection, domainspecific competence, transfer and perceived employability, while recognising institutional and labour-market conditions. Contribution: The paper specifies the evidence needed to evaluate each link and develops a research agenda for Indian MBA and PGDM programmes. It recommends construct separation, independent performance assessment, credible comparison conditions and graduate follow-up. Simulation adoption should be evaluated through demonstrated learning and transfer rather than satisfaction or placement claims alone.