2026 PRME Education Award

Andrea Fenton, Monash Business School, Monash University, Australia

The Monash University Oral Assessment Community of Practice (CoP) addresses a critical gap in contemporary higher education: the disparity between traditional written assessment and the real world requirement for graduates to communicate with clarity, confidence, and purpose. By situating assessment as a bridge to professional readiness, this initiative responds to the educational opportunity of preparing students for high-stakes environments such as boardroom pitches, client meetings, and consultations. What distinguishes this work is its interdisciplinary implementation, which intentionally brings together educators from diverse fields including business, science, and medicine to share resources and pedagogical insights. This collaborative approach directly aligns with PRME goals by strengthening future business practitioners to add value to modern society and by fostering stakeholder engagement that reaches beyond the business sphere. The quality of the submission is grounded in its capacity to provide future leaders with the communicative tools necessary to recognise sustainable opportunities and advocate for a paradigm where sustainability is core to the business model. Ultimately, the CoP ensures that responsible management education is not merely an academic exercise but a practical preparation for students to effectively address the challenges of the age.

Students benefit from educators who implement well-structured oral assessments that are aligned with the outcomes for their unit or course. The Community of Practice I lead provides access to best practice and resources from experienced educators who have already implemented successful oral assessments. Research shows that while some students find oral assessments and the associated preparation more demanding than what is required for a written assessment, they also find it to be more personal, requiring a deeper understanding and leading to deeper learning (Joughin, 2007).

I know this is making a difference to the student experience, as illustrated by the following excerpts from a student survey I implemented in TP4, 2024 from students who completed on oral assessment in the MBM:

“It was a constructive conversation that applied theory into practice, that was the key benefit.”

“Preparing for this [assessment] really encouraged me to reassess my learning throughout the weeks and engage in self-study to improve areas where I felt less confident in my understanding”

“I found this assessment style challenging…. but I feel that through repetition I would gain confidence in this assessment type and could translate the skills gained into my workplace.”

Today’s graduates don’t just need to write well; they need to speak with clarity, confidence, and purpose: whether that’s in an interview, a client meeting, a boardroom pitch, or a medical consultation. In an age of generative AI, the ability to communicate ideas verbally, defend a position, or articulate a process is essential. The community of practice can bring together like minded educators across disciplines: science, medicine, business, education, and more to share insights, examples, and resources. This sharing of best practice ensures that oral assessments are implemented not only correctly, but with meaning. Thoughtfully placed oral assessments ensure that assessment is not just a measure of academic achievement but a bridge to professional readiness, preparing our students to address the challenges of the age, closely aligning with the sustainable development goals.