A review of the literature reveals that authenticity has emerged as the ‘golden goose’ in Higher Education; the panacea underpinning student employability, and the principal education strategy to ensure that students are capable of replicating tasks and performance standards typically found in the world of work (Oliver, 2015; Villarroel et al, 2018). Yet, authenticity remains a complex and contested concept, long debated and reviewed in the literature (Schultz, 2021). My proposition in this session is that there an emerging danger that authenticity is being applied too liberally in Higher Education, without a full understanding what it means in practice and the implications for learning design particularly around assessment for/of learning. As Ghosh (2018) points out simply recreating or replicating workplace settings is not enough to achieve authentic assessment. Moreover, many academic staff do not feel equipped to embed these employability skills (Sarkar, 2020) leading to a tension between external demands and staff practices (Cotronei-Baird, 2020).

This presentation focuses on the concept of authenticity in Higher Education and its application in learning design and assessment. Drawing on their experiences in developing authentic learning practices in the tourism and events industry, the facilitator emphasises the pivotal role of employer engagement in creating meaningful and reciprocal relationships. Participants will explore examples of authentic assessment practices and discuss core principles to ensure authentic practice in their own teaching contexts.

Participant Benefits:
1. Increased understanding of the concept of authenticity in higher education and its importance in student employability.
2. Awareness of the challenges and tensions surrounding the application of authenticity in learning design and assessment.
3. Insights into the role of employer engagement and collaboration in developing authentic learning practices.
4. Examples and case studies of authentic assessment practices in the tourism and events industry.
5. Opportunities for reflection and discussion on incorporating authentic practice in participants' own teaching contexts.
6. Access to core principles that can guide the implementation of authentic practice in higher education.

Key Takeaways:
1. Authenticity is a crucial aspect of preparing students for the workforce, but its meaning and application require careful consideration.
2. Mere replication of workplace settings is insufficient for authentic assessment; a deeper understanding of authentic practice is necessary.
3. The involvement of employers in learning design, teaching, and assessment enhances authenticity and relevance.
4. Building meaningful and reciprocal relationships with employers can contribute to the development of authentic learning practices.
5. Examples of authentic assessment practices from the tourism and events industry provide inspiration and insights for participants.
6. Participants will leave with a set of core principles to guide the implementation of authentic practice in their own teaching contexts.

Keywords: Authenticity, authentic assessment, employability.