Case study banner - Poznan University of Technology students using Revas simulation

How Poznan University students used Revas simulation

Country

Poland

Organization

Poznan University of Technology

Programme / Course

Student club activities

Simulation

Transport company

Client

The Student Process Improvement Club (SKDP) at Poznan University of Technology brings together students from Engineering Management and Logistics programs who want to develop their management skills beyond the standard curriculum.

Challenge

The club wanted to make its workshops more engaging and give members a chance to test their management knowledge in practice, rather than relying solely on theory. The goal was to create a format where students could experience real business decision-making – including unpredictable, non-textbook situations – as part of their extracurricular activities.

Solution

The club decided to use Revas’ transport company business simulation to run its workshops. Participants were divided into three-person teams, and each group had one week to complete a given stage of the simulation. Teams competed against each other, which added motivation, while also developing their own internal systems for making key decisions – some appointed a leader with the final say in conflict situations, others decided collectively by majority vote.

Throughout the simulation, students took on the role of entrepreneurs managing their own transport companies, facing external factors such as inflation, changes in rent, and shifting resource prices, as well as unplanned events like equipment breakdowns, large orders, or production delays.

Results

The simulation turned out to be more demanding than students expected, precisely because it didn’t follow a predictable, “textbook” course. Participants quickly learned that every decision made in the game affects the success or failure of the entire company.

Students experienced firsthand how unplanned events – breakdowns, large orders, delays – impact business operations, and valued the opportunity to make mistakes and immediately see the consequences.
Working in teams taught participants to collaborate, understand each other’s perspectives, discuss trade-offs, and make decisions collectively – while also learning when a designated leader needs to make the final call in a crisis.
Healthy competition between teams provided extra motivation while still requiring mutual support in decision-making within each group.
Both students and instructors confirmed that this format of learning management is more accessible and engaging than traditional teaching methods, and that it helped build competencies useful for further studies and professional life.

Team members from KABAR, SPEED TRANS, and TRANS GO all highlighted how the simulation helped them prepare the groundwork for building and managing a company of their own in the future.

Frequently Asked Questions

What is the Student Process Improvement Club (SKDP)?

It’s a student club at Poznan University of Technology bringing together students from Engineering Management and Logistics programs who want to develop management skills beyond the standard curriculum.

Which Revas simulation does the club use?

The club runs its workshops around Revas’ transport company business simulation, where participants manage their own virtual transport company.

How is the simulation structured?

Participants work in three-person teams, with each group getting one week to complete a given stage. Teams compete against each other while also developing their own internal decision-making systems, some appoint a leader with final say, others decide by majority vote.

What kind of challenges do students face in the simulation?

Beyond day-to-day management decisions, teams deal with external factors like inflation, rent changes and shifting resource prices, plus unplanned events such as equipment breakdowns, large orders or production delays.

What did students and instructors take away from this format?

Both confirmed that this way of learning management is more accessible and engaging than traditional teaching, and that it builds competencies useful for further studies and professional life. Several teams said it helped them prepare the groundwork for building and managing a company of their own in the future.