Authentic assessment in event management education: Integrating technology and industry for authentic learning

Purpose This paper explores authentic assessment in event management education, with emphasis on emerging technologies and industry collaboration. It addresses sector-wide concerns around course credibility and employability, examining how authentic assessment can bridge the gap between academic learning and professional practice. Design/methodology/approach An interpretivist, qualitative approach was used, drawing on focus groups and interviews with UK-based event management academics. Thematic analysis identified key themes in assessment design, technology use, and industry engagement. Findings Academics widely support authentic assessment for its role in developing industry-relevant, employability-focused skills. Technology was used to replicate professional contexts but was limited by institutional constraints, digital inequality, and staff capability. Industry partnerships improved assessment relevance but often relied on individual networks and goodwill. A revised version of Gulikers et al.’s (2004b) Five-Dimensional Framework is proposed, incorporating student co-creation, reflexive practice, and industry feedback as additional dimensions. Originality The paper offers new insights by highlighting academic perspectives and advancing existing frameworks to better reflect current practice. The proposed model integrates technology, reflexivity, and industry feedback, offering a more adaptable tool for vocational disciplines. Research limitations/implications The study reflects only academic perspectives within UK event management educators. Further research should include student and industry views and test the revised framework in practice. Practical implications To support authentic assessment, institutions must provide clearer definitions, targeted staff development, and resources to embed industry collaboration in curriculum design.