The paper aims to understand how teachers can transform the surface learners into deep learners in the business administration programme and make them ready for the work life. The paper departs from the argument that in the field of business studies lectures include discussion of theories and concepts with real life examples and reflections on case studies. However, students often fail to comprehend the connection between the reality and the theory as a result fail to reflect on their working life. One of the reasons behind their failure is that majority students are surface learners, and few are deep learners, who are able to connect business theories with practice efficiently

.Naturally teachers wish is to transform the surface learners into deep learners by reducing the gap between the theories and practices. In order to reduce the gap between the theories and practices, and in this manner to transform surface learners into deep learners, a strategic marketing board game has been developed in the University West, as a part of the Work Integrated Learning (WIL) programme. Through playing this game in two consecutive classes, students are expected to learn about different types of strategies marketer apply in markets, motivations behind choosing different strategies, different mechanisms for selecting those strategies, global market culture and trends and how culture and different market conditions affect company's marketing decisions and what strategies to consider and why.

The students will be given a quiz before they start playing the game to understand the depth of their knowledge. The teacher will give a lecture on different strategies later and will have in-depth discussion in interaction with the students about the strategies undertaken during the game and reasons for making the choices. The students will be given the same quiz once again after the lecture to see if their results show any improvement from the previous quiz or not. The measurement of improvement of learning will be evaluated based on their performance in the quiz, their level of interactions in the class and outcome from the theory workshops and project group works.