At the British Accounting and Finance Association (BAFA) conference in May 2026, Fiona Dearing from Salford Business School presented an innovative approach to assessment design in accounting education.
Her lightning talk, ‘Innovative Assessment through Podcasting: Preparing Future Accountants for a Changing Profession’, explored how authentic and creative assessment can better equip students for a rapidly evolving professional landscape shaped by artificial intelligence (AI), sustainability, and shifting stakeholder expectations.
A major theme across the conference was the future of the accounting profession in the age of AI, with universities sharing ideas around how to keep courses engaging, relevant, and closely connected to industry change. Fiona’s work contributed to these wider conversations by demonstrating how innovative assessment can support both student engagement and employability.
From traditional assessment to authentic learning
The project was developed within a Level 6 BSc Accounting careers-focused module in response to a growing challenge in higher education: traditional exams do not always capture the skills now required in the accounting profession, including professional judgement, ethical reasoning, adaptability, and communication.
Instead, students worked in teams to create a 15-minute podcast exploring emerging topics in accounting and finance such as digital transformation, environmental, social and governance, and the United Nations Sustainable Development Goals (SDGs). Alongside the podcast, students completed an individual reflective assessment focused on skills development, personal values, and future career direction.
“The goal was not just to assess knowledge, but to prepare students for the realities of a changing workplace, helping them reflect on where they fit within it.”
Using Salford’s professional media facilities, students developed communication, teamwork, stakeholder engagement, and digital skills throughout the project. Alongside the podcast structured reflective activities encouraged students to think critically about their personal values, professional identity, and future career aspirations.
Building skills for a changing profession
The assessment design integrates several pedagogical approaches, including authentic assessment, experiential learning, reflective practice, and digital fluency. Importantly, it also responds to student voice, moving away from traditional written formats toward more engaging and meaningful forms of assessment.
Students reported increased confidence, improved communication skills, and a stronger understanding of career pathways. Many described the experience as relevant, creative, and motivating qualities not always associated with assessment.
A notable outcome was the extension of learning beyond the classroom, with some students sharing their podcasts on LinkedIn, strengthening their professional identity and employability.
Why this matters
With evidence suggesting that a significant proportion of core job skills will change in the coming years, there is a clear need for assessment to evolve alongside the profession. This project demonstrates how innovative, values-led assessment can bridge the gap between academic study and workplace readiness.
By combining creativity, reflection, and real-world relevance, this approach supports the development of future accountants who are not only technically capable, but also adaptable, reflective, and socially aware.
Looking ahead
Building on this work, the next phase focuses on further strengthening the link between assessment, reflection, and employability across Salford Business School. A key development will be the integration of Cappfinity skills discovery tool within employability programmes, enabling students to more clearly identify, articulate, and evidence their skills development over time.
By embedding this tool alongside innovative assessments such as researching the changing professional landscape, employer collaboration and podcasting, students will be better supported to connect their academic experiences with professional expectations, enhancing self-awareness, confidence, and career readiness.
This approach reflects a broader commitment to designing learning experiences that are not only engaging and authentic, but also strategically aligned with graduate employability, ensuring students are equipped to navigate and shape an increasingly complex and evolving workplace.