Practitioners often criticise higher education curricula for the disconnect between theory and practice. I designed this authentic assessment (case studies, team-based assignments, report writing) to 'inoculate' my students with managerial challenges (e.g. conflict management) while connecting theory and practice to resolve these challenges in the real world of work.

This technique comprises three scaffolded tasks (a discipline-specific essay , contemporary case study presentation and reflection) delivered as part of an holistic pedagogy. These tasks can be administered separately, but are consolidated within this entry as a showcase of a unified approach to assessment in the context of an entire course.

Students complete a 3 hour in-class simulation where a hypothetical scenario occurs (in POLS7255, a foreign policy negotiation). Students form groups representing key stakeholders and must accurately represent their interests. Students prepare for the simulation (scheduled towards the end of semester) in advance and are assessed on preparation and participation.

In this role-play students learn to position themselves in the roles of different stakeholders, develop strategies for negotiation and decision-making and need to be able to identify interests, goals and power hold by each stakeholder.