Abstract
Traditional engineering and science Masters-level projects often follow a predictable path: students research a topic and plan experiments, collect laboratory data, analyse results, and write a report followed by a viva. While such projects develop a range of abilities, and authentically replicate aspects of post-graduation work, they can fall short of capturing the broader professional, global, and creative competencies beneficial in industry. The approach presented in this paper enhances this in three ways: Firstly, the potentially isolated project topics are linked with the United Nations Sustainable Development Goals (SDGs). Secondly, students engage directly with transnational research partners. Thirdly, the students explicitly work towards outputs that are disseminated in international conferences / publications, which feed into the traditional assessment framework of report, presentation and viva.
Comparative results show that groups adopting this approach achieved significantly better outcomes than their peers in the same cohort, demonstrating improved academic performance, enhanced collaboration, and stronger outcomes than those undertaking traditional projects. The model also demonstrates resilience to generative AI challenges by prioritising experiential creation over solely text-based assessments.
Broadening the relevance of assessment in this way should be considered for Masters-level engineering and STEM education, ensuring graduates emerge as adaptable, ethical, and industry-ready professionals.
Keywords: authentic assessment; industry collaboration; experiential learning; project-based education; transnational learning; employability skills; STEM education; sustainability; global citizenship; AI-resilient assessment
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