Author ORCID Identifier
Document Type
Conference Paper
Disciplines
*pedagogy, Social sciences, Interdisciplinary
Abstract
Business schools must engage in fundamental change to retain their legitimacy and position themselves as providers of solutions to urgent economic, social and environmental crises. Achievement of the UN Sustainable Development Goals (SDGs) has emerged as a megatrend and business education must enhance graduate skills to contribute to their achievement. The world requires the next generation of graduates to become responsible business leaders who will address wicked sustainability problems. Hence, we need pedagogy that enables students to become sustainability literate and thus develop appropriate knowledge, skills and mindsets.
Authentic assessment provides transformative learning opportunities that empower students to achieve meaningful impact in the real world. Despite some recent research that connects authentic assessment and sustainability, there is a dearth of empirical research on authentic assessments for sustainability in business disciplines. We outline a pedagogical initiative designed with the aim of enhancing sustainability literacy among business students using innovative digital tools as part of authentic assessment strategy.
We designed and implemented authentic assessment strategies that engage students with learning across a number of different delivery modes and in a ‘deep’ reflective manner with meaningful tasks. Business students on undergraduate, postgraduate and executive programmes follow the same format with some adjustments made to reflect the different discipline/module focus. This includes completion of: (i) a sustainability literacy test through the UN supported Sulitest platform, (ii) a written reflection on learning, stemming from the Sulitest that utilises the DIEP reflective model, (iii) the creation of digital artefacts such as a short video shared on LinkedIn; student activism involving contacting political representatives/brands; creation of social media content in partnership with sustainability-focused organisations; podcasts with invited guests; writing of opinion pieces for media; and creation of e-portfolios that showcase students' work.
We believe this deep reflection and awareness signposts efficacious action emerging from our transformative learning pedagogy, based digital authentic assessment design. This pedagogical approach equips students with sustainability-specific knowledge, global citizenship skills, digital skills, and creative and inquisitive mindsets.
DOI
https://doi.org/10.21427/P6CC-YS42
Recommended Citation
Walsh, L., Freeman, O., McAlpine, A. and McMahon, C., 2022. Empowering Responsible and Sustainability-Aware Business Graduates Through Digital Authentic Assessment. Presented at the International Conference on Sustainable Development, 20th September 2022. DOI: 10.21427/P6CC-YS42
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
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Publication Details
Walsh, L., Freeman, O., McAlpine, A. and McMahon, C., 2022. Empowering Responsible and Sustainability-Aware Business Graduates Through Digital Authentic Assessment. Presented at the International Conference on Sustainable Development, 20th September 2022.