This #Take5 is brought to you from Dr Hemakshi Chokshi of London Metropolitan University. Hemakshi runs the sort of course that makes you all want to study Business – with the sort of assessment that makes you realise that assessment as and for learning can be a reality. The one Hemakshi describes here not only drives authentic engagement and learning – but creates celebratory events that allow students to bond, to develop lifelong friendships and relationships – and to really shine. At the end of reading this we hope that you are inspired to revisit your own practice in this celebratory way – and perhaps write a #Take5 about it!
Introduction: Learning Beyond the Classroom
When you step into the final year of the BSc International Business Management programme, especially the “Practice of International Business” module, you quickly realise it is not just a class; it is a global experience.
With over 60 students, the diversity in the room is remarkable. Around 30 are home-grown BSc students who have been with the university since year one. About 10 are “top-up” students with Level 5 qualifications or real-world managerial experience, now finishing their degrees. Then there is the international flavour: more than 20 students from Erasmus and Study Abroad programmes, hailing from the USA, Germany, France, and Spain, joining for just one semester. Different ages, backgrounds, and academic journeys all meeting in one vibrant classroom.
Sounds exciting!! It is, but it also comes with its challenges. How do you design an assessment that makes the most of such diversity? How do you get students to learn from one another and not just stick to their comfort zones? That is where a bit of creativity comes in.
Step 1: Mix It Up—With Purpose
In week one, students introduce themselves not just by name, but by culture, background, and what makes them unique. It is a mini celebration of identity. As they talk, the tutor quietly takes notes, planning how to mix students into groups that reflect our international spirit. Tutors also get to know each student personally and appreciate what personal lived experiences they bring in the classroom. Each group of five includes different nationalities and study routes: a balance of BSc, top-up, Erasmus, and Study Abroad students.
It is done democratically students form groups based on mutual curiosity, not familiarity. Occasionally, the tutor gently nudges students away from forming “bestie bubbles” to help them build truly international connections. We tell them: This is your chance to make friends from across the world. Take it.
Step 2: Real-World Research, Real-World Skills
Each group picks an emerging country and dives into the exciting world of foreign direct investment. They choose an industry and explore everything from infrastructure to cultural challenges, economic potential to political climate. Their task? Create an eye-catching A1-size poster that could convince a real investor to fund a venture in that country.
It is part research, part design, and a whole lot of collaboration to (synoptically) use all of the past modules and experiences to build one amazing project. In Week 10, the classroom transforms into a buzzing International Business Expo, where students showcase their posters, explain their findings, and “sell” their investment ideas to visitors. It is collaborative, it is competitive, it is full of high-energy, and worth 80% of their final mark.
Step 3: Celebration of Culture
Now for the fun bit! During the poster expo, students bring their cultures to life. National dress, traditional snacks, artefacts and everything is welcome. It is a joyous celebration that makes the classroom feel like a mini United Nations. This cultural presentation earns 10% of their mark, but more importantly, it creates unforgettable memories.
And we don’t do it alone!
Third-space practitioners add real value to our seminars. In Week 3, the subject librarian introduces students to key research tools available through the London Met library, resources they often didn’t know existed but find more useful than Google or ChatGPT. In Week 6, all business students attend a joint session with our employability team, joined by our alumni who share their career journeys, offer LinkedIn connections, and practical advice. This has already made an impact e.g. one alumnus helped a student secure a role as a Content Manager for TikTok in Australia and New Zealand.
The Outcome?
Ten weeks of group work, research, and bonding, with marks split as:
- 10% for weekly contributions
- 80% for the business expo poster
- 10% for cultural celebration
And the results speak for themselves: a pass rate of over 96% consistent in the last 5 years and 100% in 2025, and equally strong attendance. The module’s success has led to its expansion abroad; it is now part of collaborative degree programmes in Sri Lanka, Nepal, Ireland, and Spain.
“Business Without Borders” isn’t just the module’s spirit, it’s its reality. Students walk away not just with academic credit, but with global networks, cultural awareness, and real-world business skills. Cannot think of a better way to prepare for an international career?
Students describe the impact as ‘empowering’ and ‘life-changing experience,’ and ‘the best thing’ that happened in university.
“It was really great to work and do research in our international group. Great experience to work together with people to achieve our best and learn the most.” (Erasmus student)
“This module developed my understanding and appreciation of different countries and cultures around the world, the assignments are inclusive and best thing I have done with lots of fun.” (former BSc IBM student).
My colleague Dr Danielle D’Hayer, Associate Teaching Professor, and Director of our Interpreting suite of courses, London Met, commented:
“Over the past 10 years, Hemakshi has developed an exceptional interdisciplinary experiential learning assessment event, which has been expanded to offer 25 postgraduate interpreting students the opportunity to practise their skills while fostering a vibrant community of learners.”
Results demonstrating impact of my practice:
- Graduate outcomes improved for ethnic minority male and females from 68% in 2019 to 82% in 2021.
- The degree awarding gap reversed from 25% in 2019 to -8% in 2022, a result contrary to the national awarding gap.
Class of 2018-19 happy students from around the world.
Group of 2024-25 class representing Nepal, India, Ghana, Morocco, Congo, USA.
Group of the 2023 ‘batch’ of students representing India, Pakistan, Italy, Nigeria and Germany.
Class of 2023, vibrant, multicultural and happy on the assignment day
Recommendations
This authentic and creative assignment can be easily adapted to various settings, depending on the cohort and intended learning outcomes. Lecturers and Learning Developers can build on students’ prior learning and personal experiences while fostering a supportive learning community. Creative group work is particularly valuable for students with less privileged social capital, as it helps establish lasting peer networks that can support job searches and career development after graduation.
“Dr Hemakshi’s teaching transformed how I understood the value of diversity in problem-solving. She emphasised that inclusivity in perspectives isn’t just a buzzword but a critical component of achieving meaningful outcomes in any professional or academic endeavour.” (Dr Ashutosh, Assistant Professor, Jindal Global Business School India)
Author Details
Dr Hemakshi Chokshi is currently working as a Deputy head of strategic management at Guildhall School of Business and Law, London Metropolitan University. She is also an academic board member at the London Metropolitan University. Successfully leading UG and PG courses along with PhD supervisions. In addition, she is also academic liaison lead for international collaborative partners in Singapore. Advisory editorial board member of Heliyon- Information Science (SCIE, Impact Factor-4.00).
She is a passionate educator, creative learning developer, leading research projects, and supervising PhDs. She is an experienced reviewer for Elsevier and Taylor and Francis journals, an external examiner for UK and international universities, a Senior fellow of Advance HE, a University Teaching Fellow, and a fellow of the Chartered Institute of Management (CMI).
Dr Hemakshi Chokshi has contributed many research papers in internationally refereed journals, and conferences at the international level. She has contributed to the higher education sector worldwide for over 25 years. She has worked with private, public and international HE institutes and loves to teach/research and influence good practice, lead and collaborate more widely.
