Aim: This study outlines the use of what are called empirical realism case studies in a marketing degree program.
Background/context: Case studies are a popular method in marketing education (Pilz & Zenner, 2017; Toogood, 2023). At a time when contract cheating, plagiarism and AI are problematic for ensuring academic integrity (Frye, 2022; Yorke, 2018; Young-Powell, 2017), cases offer many benefits to educators because the solutions to a case are much harder to for students (or assignment mills) to find or pay for. Case studies are even more valuable when they offer empirical realism. This realism approach means students are analysing and working with true-to-life case scenarios, rather than unrealistic or wrong representations about how buyers behave and how brands or firms grow.
Description: Empirical realism cases were introduced into an undergraduate marketing course in 2023. The cases concern small businesses (a fitness gym, a pizza retailer) facing various marketing challenges. Extensive information was provided about revenue, customer preferences, competitors and advertising spending as part of each case. The cases are based on real-life experience of the author, coupled with research evidence about the scenarios presented. The assessment task was to write a marketing plan given a detailed template.
Method: The researchers asked students about their experience and progress with the case during and after completion, noted responses, and compared to prior course deliveries that did not use this approach.
Evidence: Students expended more effort on this empirical case assignment than previous essay assessments. Typical student comments were ‘this task forces us to rely entirely on our own effort’. Also, zero cases of academic integrity were reported.
Contribution: This study outlines an education method for marketing students that enhances learning, as well as improving academic integrity outcomes.
Engagement: Asking colleagues to share and reflect its importance in the era of AI.

Focus: Presentation of research outcomes.
Background/Context: Universities are increasingly prioritising immersive online learning to enhance student engagement and academic success (Bergdahl, 2022; Boulton et al., 2019). Improving student engagement has been an ongoing issue and has heightened following learning disruptions from the COVID-19 pandemic. Current investigations centre on utilising immersive online environments to improve learning experiences and foster student engagement.
Method: An online interactive H5P module was initially developed to facilitate second-year undergraduate Pathology students in understanding complex cardiovascular disease concepts using case studies, specimen images and disease focused questions. In 2023, new modules were recreated utilising the same H5P lesson framework and implemented within an immersive 360° UNSW Museum of Human Disease (MoHD) format. Students were randomly assigned to evaluate either the original H5P, or the immersive 360° MoHD format. Pre- and post-lesson tests and feedback surveys incorporating Likert-scale and free-text response questions were used to assess student performance, confidence, motivation, and engagement.
Evidence: Qualitative feedback indicated most students liked the immersive nature of the 360° environment despite experiencing navigational issues. Quantitative data revealed an improvement in knowledge/transfer test scores for both learning formats, however there was no significant difference between both groups. A significant difference in confidence, usability and navigation favoured the H5P group. Although both groups demonstrated improved performance and engagement, these metrics were not further enhanced in the 360° environment.
Contribution: Contrary to expectations, the 360° MoHD did not significantly enhance student learning compared to the H5P module. This study highlighted the need for careful consideration by educators when incorporating virtual learning formats within university courses. This recommendation addresses concerns about the effectiveness of virtual environments in delivering meaningful learning opportunities.
Engagement: Research outcomes will be presented with interactive polls to engage the audience and facilitate discussion around the comparison of our study’s virtual learning formats.

Focus
Strategies to enhance professional identity (PI) for allied health (AH) students from the authors’ systematic literature review (Lewis et al., 2023).
Background
PI is the sense of belonging to a profession, having the knowledge, skills and attributes required and embodying that profession by ‘thinking, acting and feeling’ as that profession in practice (Cruess et al., 2016). PI formation is considered to be the pinnacle of learning a profession, building on knowledge (‘knows’), competence (‘knows how’), performance (‘shows how’), action in practice (‘does’) to finally having PI (‘is’) (Cruess et al., 2016).
Description & Methods
We recently published a systematic literature review of the formation of PI for AH students, following PRIMSA, identifying seventy studies from 17 countries, seven different disciplines and including qualitative and quantitative data. We used narrative synthesis with convergent qualitative meta-integration of the data to identify influences on PI formation.
Evidence
We presented a model of influences: the places of learning (including curriculum and WIL), the interactions with people (relationships with academics, peers, supervisors, patients and role models) and the educational practices engaged (e.g., dialogue, reflection) that acted on the learner with their individual characteristics and experiences.
Contribution
Using this model we will detail the study strategies that enhance PI formation during the first, middle and final years of the program across each influence, and give ideas how participants can select from these and apply them within their own program.
Engagement
Participants will experience the ‘What do I bring to my profession strategy, discuss in small groups how to apply experience what my profession does and consider where in their program reflective practice activities could be embedded. A handout with the model, strategies linked to year of program and references will enable participants to further consider how to enhance PI formation within their curriculum or WIL.

Focus: This showcase presents an in-depth case study of the experiences of groupwork by one international student at an Australian university.

Background/context: International students from non-English speaking backgrounds face significant challenges in group work, including language proficiency issues (Cruickshank et al., 2012) impacting social integration, isolation, and belonging (Arkoudis et al., 2019). The role of non-verbal communication in isolation and group conflict remains unclear. Challenges in expectations, motivation, language fluency, trust, and relationships hinder positive intercultural learning in group assignments (Burdett, 2014; Matsunaga et al., 2021). Early intervention is crucial (Kimmel & Volet, 2012).

Description: This case study unfolds within a course where students collaborate in small groups on an action research project addressing real-world problems, and designing data-informed solutions.

Method: Ethics approval was granted to analyse the course's assessments. Thematic analysis of reflective portfolio assessments was conducted, focusing on students' reflections on their leadership during the action research project. The analysis provided valuable insights into the impact of non-verbal communication on group conflict among international students.

Evidence: To illustrate these insights, we will present a deep analysis of one student’s reflection, showing how meaning-making is impacted by non-verbal communication such as gestures but also discussing the role of feelings, cultural connotations, and silence.

Contribution: This showcase addresses a research gap on non-verbal communication in group conflict, offering practical guidelines for educators. We suggest improved staff training to facilitate group work and promote multimodal communication. Although the findings are not broadly generalisable, the small sample size allowed for novel insights into group communication dynamics.

Engagement: The presentation will start with a question on culturally specific gestures, inviting the audience to share examples and interpret unfamiliar gestures. This will be followed by guided reflection on the emotions evoked by the exercise, fostering sensitivity and understanding of the power of non-verbal communication.