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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…
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Reflections through the mirror – enabling organisations to navigate the cadence of crisis and reset their equilibrium
“The Mirror University” essays explore modern higher education’s complexities, particularly its normalisation of crisis, which impedes proactive change. Referencing historical perspectives, the essays critique the commodification of education and advocate for a transformative, values-driven approach to navigate crises, urging institutions to reclaim their foundational purpose.
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Talking about (the next) generations: Generational change and the future of higher education
The landscape of higher education is undergoing a profound transformation driven by the unique socio-economic characteristics, learning expectations, and personal societal values of emerging generations (Deloitte, 2024; Giroux & Frey, 2024). I have recently published an ambitious and challenging scoping report entitled ‘A Horizon-Scanning Report on the Changing Demographic and Pedagogical Profiles of Current and…
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Humanising leadership education at scale – developing leaders for an uncertain future
The LPC program at the University of Sydney Business School aims to rehumanise leadership education through storytelling and connected learning, preparing emergent leaders for complex crises. It fosters a community of shared experiences, focusing on resonant learning, transformative practices, and the integration of personal narratives to enhance leadership capabilities for uncertain futures.
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Navigating the dissonances of authenticity in assessment: (Re)defining authentic assessment in business education (part 3)
It is critical to (re)define authentic assessment in part because assessment in higher education is deeply broken (as we have discussed in parts 1 and 2 of this blog). The internecine tensions between the assurance and pedagogical aims of assessment have exerted so much stress on the frameworks and foundations of our practice. The result is that the emotional…
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Navigating the dissonances of authenticity in assessment: (Re)defining authentic assessment in business education (part 2)
As we discussed in the first part of this blog, the practices of assessment in higher education have been problematic for decades. From a student experience perspective, assessment is the root cause of significant institutional administration burden and stress. It is also at the centre of student angst in the form of appeals, academic integrity…
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Navigating the dissonances of authenticity in assessment: (Re)defining authentic assessment in business education (part 1)
This three-part blog post will look at the challenges of assessment in modern universities, both in terms of defining it but also deigning and enhancing it to ensure that it can deliver both the benefits of assessment of learning (which institutions require) and assessment for learning (or perhaps changing that common conceptual framing to learning…
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Chaos and calm in the lecture theatre: Transforming the lecture by creating and sustaining interactivity at scale part 3
In this third post, Peter Bryant looks at the design challenges when you move away from the didacticism of the lecture model and replace it with opportunities for students and staff to interact, connect and engage in active learning.
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Chaos and calm in the lecture theatre: Transforming the lecture by creating and sustaining interactivity at scale part 2
In part 1 of this blog post, I looked at the debates surrounding the epistemological efficacy of the lecture, in the context of the economic, logistical and scale benefits that they generate for higher education institutions. In this second part, I will further explore the rationales for moving away from the lecture as a mode,…
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Chaos and calm in the lecture theatre: Transforming the lecture by creating and sustaining interactivity at scale part 1
The use of lectures has been a long debated practice in the design of teaching and learning in higher education, despite its relatively ubiquitous status as the at-scale pedagogy de rigueur for most institutions (see Webster, 2015; Gibbs, 1982; and Nordmann et al., 2021 for some examples). Successive waves of trendy and often transient pedagogical…
