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Most courses on BPM education apply teacher-centered lectures as well as course assignments and interactive elements (Bandara et al., 2010). Al-Shammari (2005) assessed different didactic concepts of a business process reengineering course at the University of Bahrain. He found, for instance, that in addition to traditional teacher-centered teaching, the courses included web-based collaboration (whereby, however, the participants still meet physically in class), case studies, role-playing, and group assignments. When the students were asked to assess the didactic concepts, they evaluated role-playing as the best way of teaching. Role-playing provides students with personal experiences, which have been reported to be important in learning. Uno (1999), for instance, used case-study research methods to classify the methods of learning: students (and people in general) learn 10% of what they read, 20% of what they hear, 30% of what they see, 50% of what they see and hear, 60% of what they write, 70% of what is discussed, and 80% of what they experience. This is in line with Revans’ principles of action learning (Revans, 1972, 1982). The method of action learning advocates that, within a group, work-based problems are discussed, and through sharing experiences, action is suggested and implemented. In this way, learning from shared experience provides new solutions and helps students to develop their skills.

While there is a high level of diversity regarding the content of BPM courses, most BPM courses are similar in that they mainly focus on BPM methods and tools as well as the management perspective. The graduate course at Bentley University, for instance, states the following learning objectives and topics, among others (Bandara et al., 2010): “understand how [different types of processes] relate to the organization’s competitive strategy,” “managing the supply chain,” “employing […] tools for analyzing, measuring, and evaluating business processes,” “defining,