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The purpose of this paper is to explore the extent to which student assessments used in two capstone courses in a Master’s in Human Resource Management (HRM) Program were authentic, and encouraged confidence in competencies identified.

A qualitative approach was taken to evaluate the perception of lecturers, clients and students regarding authenticity of assessments and the competencies achieved. The authors used a five-dimensional framework for authentic assessment developed by Gulikers et al. (2004) as a basis for an online survey of the students and focus group, reflection of the client and for self-reporting their reflections.

It was found that the assessments in the two courses were aligned with the five criteria of the framework for defining authentic assessments developed by Gulikers et al. (2004), however, there were challenges noted by the students and clients. Students reported attaining some of the competencies identified in the HRM graduate competency profile but needing reinforcement for more confidence. While the students felt that they benefitted, one major challenge of the authentic assessments was the heavy workload.

Graduate programs in HRM may be producing students without the relevant competencies and the confidence to perform, partly because approaches to teaching and learning and in particular design of assessments may not be sufficiently practical. The findings of this study can provide support for more authentic assessments in professional business education programs.

Few cases studies exist on application of authentic assessments to mastery of competencies in developing countries. This contributes to the discussion on competency-based education and authentic learning, with particular reference to developing country contexts.

In 2004, the University of the West Indies Distance Education Centre (UWIDEC) began incorporating the use of new information and communication technologies (ICTs) in the delivery of its programmes and courses, taking a “blended learning” approach. There is a recognition, however, of the need to ensure the quality of the programme offerings particularly in light of the new move toward the use of ICT. Prior to 2004, UWIDEC had implemented a set of quality assurance procedures for the development of its print materials, however these procedures do not provide for quality in the use of the new ICT, including web‐based tools. The purpose of this paper is to describe practical mechanisms and tools used for quality assurance processes in an evolving, dual mode university, adopting ICTs in the provision of open and distance learning. The context and unit of analysis for the case is the UWIDEC.

This paper, using a descriptive, single‐case study approach, explores the processes adopted by UWIDEC as it integrated the use of ICTs in its programme delivery. The UWIDEC's application of quality assurance processes and procedures is analysed in relation to the processes and procedures outlined by the US Institute for Higher Education Policy and to a lesser extent other institutions and associations involved in quality assurance in higher education.

In order to provide online distance education that is “fit for purpose”, an organization must ensure: institutional support; effective course development; learner‐centred interactive delivery; support for students; support for faculty; and a system of evaluation. UWIDEC attempts to do this by developing a series of tools which are all based on guidelines provided by international organizations involved in quality assurance processes and procedures in higher education.

This paper expands on the discussion surrounding the difference between quality assurance for conventional modes of higher education versus distance modes. It also provides a description of a case study from a distributed, dual‐mode university in small‐island developing states, while highlighting the practical tools that can be implemented in these special circumstances.

Leader-centred teaching has often taken as normal a cyclical pattern of business, which Marques (2014) argues is no longer the appropriate model. The purpose of this paper is to examine the current leadership curriculum paradigm and the case for an alternative pedagogy which better caters for the messy reality – without recurrent patterns or historical certainties – that global organisations and their business leaders currently often have to deal with. In particular, it addresses implications for the “hero” model of leadership.

The empirical findings are elicited through a combination of case studies, qualitative surveys and action research methods which include organisational development which encourages leaders to develop skills and capability to enquire into and work with their own group processes and design. Arts-based methods, such as poetry, music, painting, sculpture or music are offered as a means to help cultivate the leader’s creative potential and reach into those vulnerable places which often remain hidden amongst traditional didactic methods of facilitation.

The empirical findings call for a deconstruction of the hero leader through increasing reflexivity to help leaders understand their own feelings, reactions and motives. It encourages bespoke leadership competencies which can be adapted for individuality. This suggests that contemporary leaders and managers first need to understand what capacities and deficiencies they have as individuals, and second how to build an appropriate mix of skills through understanding and reflecting on their own individual experiences and actions.

The paper introduces an approach to leadership training which takes account of the demand for organisations to serve a social purpose, and the need for effectively leading a workforce where the power of the individual is growing with millennials pushing this and questioning the very premises of corporate behaviour and economic and social principles which guide it. It acknowledges that the demands on leaders are shoulder-buckling at the best of times but proposes that business school teaching on leadership must address the messiness of reality and offer means and ways of thriving in spite of such chaos.