|Abstract||The purpose of this paper is to showcase how harnessing industry in project based learning techniques for authentic assessment to achieve more effective learning outcomes, student interaction and motivation increases efficiency. Real personal clients from several organisations were involved in this study which heightened student attendance, motivation and induced preparedness for industry after graduation. A quantitative approach was adopted which involved the administration of two online surveys - one for students and the other for 'live' clients from industry. In addition to the two surveys, a comparison of assignment results submitted by MSc International Business Management students in Griffith College, Dublin, in 2016 whereby PBL was not used and 2017 when it was implemented, were highlighted. The research findings revealed a distinctive majority of students and clients favoured this method. In addition, the comparison of 2016 and 2017 assignment results submitted by MSc International Business Management students in Griffith College, revealed the attainment of superior results when compared to system based case studies generated from secondary research. Increased levels of intrinsic motivation, and a sense of project 'ownership', was also evident among students who participated in project based learning involving real organisations.
The prospect now exists to extend this research to a more in-depth level to support the findings of this paper and advance the opportunities and power or using industry related project based learning in future assessments.
|Keywords||Authentic Assessment, PBL, Project-Based Learning|
|Published In||ICEP Proceedings|