Are you ‘Doing Assessment Differently’ or do you have strong thoughts on how we might advance theoretical and conceptual understanding of assessment in management education?
Professor Ali Rostron (University of Liverpool, Identity SIG) and Professor Kate Black (Northumbria University, Co-Vice Chair MKE) are co-editing the Routledge text, Doing Assessment Differently in Management Education. This text forms part of the Doing Academia Differently Series by Alexandra Bristow, Olivier Ratle and Sarah Robinson.
Our discipline, as with others, tends to fall back upon increasingly narrow forms of conventional assessment. Typically, these focus on a definable and measurable outcome which ‘tests’ compliance with established modes of thought, rather than addressing the processes of learning, and supporting the development of alternative ways of knowing and being. As well as being limiting, such conventional forms also risk perpetuating social inequalities and are inadequate for supporting learners to develop the problem-solving and creativity necessary for addressing the Grand Challenges of the 21st Century.
The need for doing assessment differently has been looming over management educators for well over a decade. However, this has become more urgent in recent years due t the changing nature of learners, the changing nature of learning posed by AI, and heightened awareness that academic workloads, as well as those of some of our learners, are reaching breaking point. Thus, “doing assessment differently” must not only better address the changing nature of learning, offering greater meaning to contemporary learners and equipping them with the knowledge, skills and behaviours for their future and to tackle the global Grand Challenges, but also prioritise inclusion, nurture, and care.
While the text focuses upon management education specifically, we encourage contributions that draw upon cross-disciplinary perspectives.
Call for Chapters
We invite Chapters which either:
- advance theoretical and conceptual understanding of assessment within contemporary management education, or
- provide evidence-informed, pedagogically grounded case-examples of what “doing assessment differently in management education” can comprise.
If you would like to contribute to this text, please send us your chapter proposal outline of 500 words (plus indicative references) to include:
- How do you propose that your chapter will address the challenges facing assessment within management education?
- How specifically do you propose that your chapter is “doing assessment differently” and/or contributes to understanding “doing assessment differently”? How is it – or how does it support – more than just an interesting and innovative assessment design, as an innovative approach to assessment in itself?
- For theoretical/conceptual contributions: How will your chapter advance theoretical and conceptual understanding of assessment within contemporary management education?
- For case-study contributions: How will your case-study “do assessment differently”? What is the evidence-base and pedagogical scholarship upon which your chapter will be based?
- What is the broader relevance of your contribution to management educators globally?
Please send your proposal to the Co-editors, at [email protected] and [email protected], by noon on Friday 28 March 2025.
We encourage you to submit an expression of interest to us and/or to discuss your contribution with us prior to making a submission so that we can offer you initial feedback on its suitability.