Many graduates leave university with strong theoretical knowledge but without the digital fluency, entrepreneurial confidence or adaptability required to thrive outside of a standard nine-to-five role. If higher education is to meet changing needs, we need to equip students not only to find jobs, but also to create value as innovators, entrepreneurs and digital leaders. The challenge lies not simply in what we teach, but in how we assess.
Too often, higher education assessments reward short-term memory and penalise failure. A student may spend weeks writing an essay, only to file it away after submission, never to revisit its lessons. In real life, however, innovation comes through iteration: testing, failing, learning and improving. This disconnect between the classroom and workplace is especially stark in digital business, where success depends on experimentation and resilience. To bridge this gap, assessments need to mirror the realities of the digital economy, where learning is collaborative, creative and iterative.
AI-assisted business simulations
In my digital business courses, I encourage students to use GenAI tools not as shortcuts, but as collaborators. Instead of writing a long essay on “the future of e-commerce”, for example, I ask them to build a business simulation. For this task, they might generate a mock business idea such as a sustainable clothing brand. They then use AI to draft website copy, design marketing visuals or create customer personas, before presenting their findings in a live pitch session where peers challenge their assumptions.
Students must show how they assessed the quality of the AI outputs, where they identified errors or biases and how they adapted the results to build something more authentic. In this way, they develop the ability to use AI thoughtfully, understanding both its potential and its limitations.
- The evolution of authentic assessment
- Equity, agency and transparency: making assessment work better for students and academics
- Three alternative assessments that build managerial skills
‘Fail fast’ innovation projects
Another practical approach is what I call the “fail-fast challenge”. Students have one week to launch a digital initiative, such as a basic online shop, social media campaign or prototype service.
The task follows a simple structure: day one involves brainstorming and choosing a realistic product idea. By day two, students set up a storefront with product descriptions and images on platforms such as Etsy or Shopify. On days three to four, they design a minimal marketing campaign using free tools such as Canva and Instagram. Day five focuses on testing the customer journey, checking site functionality, payment processes and brand coherence, before presenting reflections on lessons learned.
The emphasis is not on a polished product but on adaptability, creativity and resilience. One MBA group, for example, attempted to sell handcrafted candles via Etsy. While their storefront was quickly built, they struggled with shipping logistics and supply consistency. These challenges provided valuable insights into customer trust, scalability and operations. Such projects shift academic culture by treating mistakes not as penalties but as essential steps toward innovation.
Collaborative digital storytelling
Digital businesses rely heavily on narrative, particularly in how a brand connects with customers. To replicate this, I ask students to work in groups to build a digital story around a chosen theme using multimedia tools. One undergraduate group, for instance, created a mock Instagram campaign for a local cafe, producing reels, captions and testimonials that gave the impression of a thriving community hub.
The activity runs best with a clear framework. Each group receives a “client brief” either from a real local business or a fictional brand. Week one is devoted to researching the brand’s identity, target customers and competitors. Week two focuses on storyboarding the campaign and deciding which posts or videos to create. Week three involves producing content with free tools like Canva or Adobe Express and drafting captions that reflect algorithm and engagement strategies. In the final week, students present their campaign to peers for feedback.
The assessment is judged not on visual polish alone, but on strategic thinking, teamwork and a grasp of how digital storytelling drives engagement. By immersing themselves in this process, students develop creativity, collaboration and technical literacy, while working in conditions that mirror the realities of digital marketing.
Practical advice for colleagues
Rigour lies not in lengthy or complex written assignments. Instead, it should mean the ability to think critically, adapt quickly and apply learning in practice. AI should be integrated openly into assessment design, with students encouraged to use the tools while reflecting critically on their limitations. And finally, assessments should reward iteration. By structuring tasks around prototypes, drafts and reflections rather than one-off submissions, we can mirror how real-world projects evolve.
A blueprint for business schools
Business schools have a responsibility to lead in this space. We should no longer design curricula solely around producing employees for traditional jobs. Instead, we must cultivate creators, innovators and entrepreneurs who see digital technology, including AI, as a toolkit for opportunity.
To achieve this, universities need to embed practical projects and simulations at every stage of study, partner with tech firms to provide access to real-world tools and case studies, and ensure staff are confident in integrating digital fluency into both teaching and assessment. This is not only a matter of pedagogy but also of relevance. Graduates must leave us prepared for a world where success is measured not by how well they fit into a job description, but by how creatively they can design their path.
Looking ahead
The shift from the nine-to-five graduate to the digital entrepreneur is already under way. Some of our students will work in jobs that do not yet exist; others will build businesses we cannot yet imagine. If we want them to succeed, higher education must stop treating assessments as hurdles to clear and start treating them as laboratories for innovation. By embracing creative, AI-enabled and entrepreneurial forms of assessment, universities can finally bridge the gap between theory and practice, and prepare students to thrive.
Patrice Seuwou is an associate professor of learning and teaching and the director of the Centre for the Advancement of Racial Equality at the University of Northampton.
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