Embedding live projects at postgraduate programme level with the University of Bedfordshire Business School

This case provides an overview of the experiences and outcomes of an assessment strategy to embed authentic assessments (AAs), adopted by the Graduate School of Business (GBS) at the University of Bedfordshire Business School. Multiple factors converged to warrant that AAs be embedded in the curriculum. Specifically, they support student learning and outcomes. The university had strategic commitments to enhance students’ experience, success and progression to relevant employment and to benefit business organisations. There were also challenges facing the sector vis generative AI. The rationale for adopting 'live projects' was underpinned by Kaider’s typology, which offers a meaningful test to determine whether an assessment is of high, medium or low authenticity, defining that these were medium in intensity and provided students with a relatively gentle introduction into the challenges of authentic assessments. Following qualitative data from students, collected from focus group, key benefits are identified. Namely, the close engagement with the regional business ecosystem leads to a high-impact engagement primarily with small and medium enterprises. Also, the development of academics who are aware of industry requirements and can
manage industry-informed assessments and thus provide a meaningful and career enhancing live experience to students. Interestingly, live assessments implemented thoughtfully have reduced academic integrity issues. Finally, unexpected benefits included opportunities for placements, additional
paid consultancy and opportunities for engaging with local councils and the wider
business community in Bedfordshire county.