DIBERG Working Paper Series

After two years of gestation, we are proud to launch our new Working Paper series.

These working papers are provocative interventions about the challenges of business and management education in the era of generative AI, shifting demographics and financial and existential crises shaping the models of teaching and the experiences of students.

The first three papers have been written by our co-director Peter Bryant and published by the The University of Sydney Business School.

WORKING PAPER 1
Navigating the dissonances of authenticity in assessment: Redefining the value and impact of authentic assessment in an era of generative crisis.

This paper posits a vision for authentic assessment that balances integrity with the critical importance of supporting assessment for learning, especially in an era of hyperbolic claims about AI and assessment. It is a manifesto for change in the way we do assessment in business and management education that engages students in active learning.

Read the paper here: https://hdl.handle.net/2123/35150

DOI: https://doi.org/10.25910/7wpt-xv52

WORKING PAPER 2

Chaos and calm in the lecture theatre: Transforming the lecture by creating and sustaining interactivity at scale

This paper interrogates the challenges of scale and how we need to enable connection even in lectures and large group spaces to enable a more humanised experience for students. As the sector continues to vacillate between demands for the new and protective affordances of the old, this paper is timely intervention in the efficacy of connection and connected learning.

Read the paper here: https://hdl.handle.net/2123/35151

DOI: https://doi.org/10.25910/4eaw-nh15

WORKING PPAPER 3

Sites of productive messiness: The critical need for Business Schools to develop and integrate the capabilities for effective and impactful business and management education research’

This working paper touches on the importance of business and management education research to the effective functioning of Business Schools and their ambitions for epistemic improvement during a time of technological and managerial crisis. This provocative and thought-provoking piece argues that business education research resides in third spaces of teaching informed research and research informed teaching. These spaces are messy and often deeply misunderstood especially by leadership, who create positive and negative value judgements around the relative merits of business and management eduction research.

Read the paper here: https://hdl.handle.net/2123/35304

DOI: https://doi.org/10.25910/905p-td46

Thanks to our co-directors Sandris Zeivots and Peter Bryant and for the support of Zoe Alderton in starting the thinking about the series in 2025.