This paper presents the preliminary results of a pilot project aimed at addressing a key challenge in Business Administration (ADE) degree programs: the final year project (TFG) acting as a bottleneck for student graduation. Factors such as topic selection, tutor assignment, autonomous work, and the defense process significantly impact TFG performance and graduation rates. Furthermore, the increasing number of students, particularly those from dual-degree programs, has not been matched by an equivalent increase in faculty to provide guidance. This, along with a reduction in recognized tutoring hours, has further diminished faculty willingness to supervise TFGs. To mitigate these issues and improve graduation rates, the use of Business Simulation Games (BSGs) is proposed as an innovative alternative to the conventional TFG. This approach, piloted over two academic years (2023-2025), offers a more structured and formative learning experience for students.

BSGs offer a hands-on, experiential learning approach, allowing students to simulate real-world business scenarios, make strategic decisions, and evaluate outcomes across multiple rounds. Research supports the effectiveness of BSGs in developing skills such as management, strategic planning, and decision-making. This pilot project guide students through periodic simulation cycles, allowing them to experience a structured, iterative learning process.

The BSG was implemented in the second semester of the 2023-2024 academic year, with sixteen students participating in the project. The game takes place in cycles that correspond to years (fiscal periods). Participants manage a company, setting objectives and a strategy in the first year. From that point on, decisions are made in various functional areas of the company to achieve the objectives defined in the initial strategy. The company operates in a competitive market where both the participants' decisions and those of their competitors influence market behavior in the short and long term.

The BSG consists of two stages: Training, which includes three cycles (years) that allow participants to become familiar with the simulator and evaluate results based on their decisions and those of the competition. This stage also provides an understanding of the market in which the company operates. The second stage, Game, consists of seven cycles and serves as the foundation for preparing the final project (TFG). The decisions made, the results obtained, and their analysis will form part of the final project document.

Students were surveyed three times—before, during, and at the end of the project—to gather their opinions and perceptions. Overall, students expressed satisfaction, appreciating the clear structure, deadlines, and comprehensive coverage of multiple subjects. They found the game engaging, though some felt the later rounds became repetitive. Weekly gameplay helped manage their workload, but transferring insights to the final document proved challenging. Support from tutors was perceived as sufficient, and the simulator was praised for its intuitive design and global business perspective.

This initiative has the potential to transform how TFGs are approached in ADE, with possibilities for broader application across other academic programs. Successful implementation could lead to a replicable model that fosters a more dynamic and collaborative learning environment, aligning educational experiences with current labor market demands.

Keywords: Business Administration Education, Experiential Learning, Business Simulation Game, Undergraduate Thesis, Education Innovation.