Abstract:

There is increasing recognition of the need for more authentic forms of assessment in business schools that provide students with opportunities to apply their learning to real-world problems (Maxwell & Broadbridge 2017; Manville, Donald & Eves 2022). This research explores a group-based model for final projects that partners postgraduate students with industry organisations to meet genuine business needs as an alternative to the traditional dissertation. The aim is to gain an in-depth understanding of students' lived experiences with this authentic assessment group-based approach.

The research relates to the conference theme of University-Industry Cooperation, as each of these projects is based on a genuine need within a partner organisation. This use of live projects enables students to develop professionally, furthering their employability skills before they have left the walls of the institution within which they are studying (Tomlinson & Anderson 2021). It also demonstrates a new way of working with business, as the group-based model enables more efficient supervision arrangements that free up resources to identify appropriate partner firms and nurture meaningful relationships through professional services staff.

The research builds on scholarship that advocates for authentic learning activities that bridge the gap between theory and practice (Scott & Unsworth 2018) and contributes to calls for further research as to how innovative methods of assessment within higher education effect student experience (Bevitt 2015; Thompson, Yoon & Booth 2023). The Applied Extended Project (AEP) model outlined here addresses some of the resource challenges that are associated with scaling authentic assessment (Aziz, Yusoff & Yaakob 2020; Manville, Donald & Eves 2022) as it provides a more efficient approach through group work and shared supervision arrangements. The study provides rich insights into how this mode of experiential group learning fosters peer collaboration, supports students in dealing with complexity and uncertainty, and enables the co-creation of actionable business solutions.

Adopting an interpretivist perspective, this study utilises a qualitative methodology of semi-structured interviews and thematic analysis. Twelve students from a master's level AEP are interviewed to explore their perceptions of collaborating with external partners, conducting field research, and developing solutions for business clients. The analysis is inductive in nature, allowing key themes to be identified from students’ own interpretations of the experience.

These findings have important implications for enhancing student outcomes and employability. The research indicates that business schools can leverage industry partnerships and project-based work to provide meaningful skill-building opportunities at scale, despite increasing enrolments and staff workloads. Adoption of the AEP model and similar authentic group assessments may lead to improved teaching and learning practices that are responsive to both student and employer needs. The study provides an empirical evidence base to guide adoption of these experiences in a higher education environment marked by growing pressures.

Keywords:

Authentic assessment, group work, capstone, dissertation, higher education.