Advice on how to help students develop employability skills for the 21st century workplace, covering real-world experience and authentic learning that aids graduates in the transition to professional careers.
If we continue to prioritise memorisation in an age of wall-to-wall information, we send the wrong message to our students and employers. Michelle Seref offers advice on assessment that builds critical thinking skills
What does authentic assessment really look like? Through real-world tasks, meaningful application and core knowledge and skills, it supports deeper learning and a more accurate measure of students’ understanding
Embedding AI literacy early ensures every student gains essential understanding of systems, ethics and responsible use, closing gaps left by optional or uneven provision. Learn how
Students with neuro-cognitive conditions often face significant challenges when making the transition into the workplace. So, how can higher education institutions ensure these students are ready to launch their professional lives?
Under conventional assessment models in entrepreneurship, continuation of a venture is rewarded and optimism reads as competence, write Ian Solway and Jolyon Nott. But students should be required to demonstrate judgement, not projected success
Students can explain theories. But can they challenge them? A structured role-play approach helps assess critical thinking, professional judgement and decision-making – skills that traditional assessments often miss
AI literacy is increasingly seen as fundamental knowledge for students. How can educators set the parameters that ensure proficient use of artificial intelligence across the institution, regardless of discipline? Junghwan Kim offers advice
Help local schools build the foundations for future STEM students, address regional issues and hone your students’ research management skills – all with outreach activities. Here’s how
In an age of lawfare and regulatory complexity, legal literacy has become a core managerial skill. Yet most law professors teaching in business schools receive no preparation for the job. It is time to change that, writes Maximiliano Marzetti
