Katie Joyce is a Senior Lecturer in Organisation Studies in the College of Business and Law, specialising in developing personal and professional growth. She leads on a range of Leadership, Management, Coaching and Mentoring modules/programmes. Her research specialises in coaching teams/individuals in virtual environments; developing online communities in the workplace; and the use of blogs as a coaching intervention and as a research methodology.
In this case study we explore how the Leadership module team has replaced live presentations with reflective podcasts and storyboards. This creative approach has tackled the challenge of sustaining reflective, authentic assessment while enhancing students’ digital skills. The format aligns closely with the module’s focus on self-leadership, professional identity, and reflective practice, enriching the learning experience with digital capabilities.
The problem
The postgraduate Leadership module traditionally used live in-class presentations as a key form of assessment. The initial trigger for reimagining the assessment was the shift to online teaching during the pandemic. However, beyond the necessity of moving away from face-to-face presentations, Katie had also observed the growing popularity of podcasts and needed a solution that would work for a geographically dispersed cohort which comes from diverse industries and backgrounds. The format also proved particularly valuable for students taking the course for Continuing Professional Development (CPD) purposes.
The solution
Katie replaced live presentations with a multi-modal assessment combining a reflective podcast (15–20 minutes) with a storyboard that visually represents each student’s self-leadership journey. Students work in pairs, interviewing one another to narrate and reflect on their development.
To support the assessment, the Digital Learning Team created a bespoke video tutorial and a step-by-step Word guide, catering to varied learning preferences. Katie also provided an in-class assessment briefing, Q&A sessions, and exemplar podcast extracts from past cohorts to spark ideas and showcase the range of creative approaches.
The digital format not only encouraged creative collaboration but also mirrored professional practices. Several of Katie’s students have gone on to create podcasts in their workplaces. One example is this NHS podcast: Advanced Practice Podcast – Episode 5.
As a result, students developed professional-quality audio and visual artefacts, gained enhanced self-awareness and reflective depth, and built skills that support employability and personal development. Outcomes that align strongly with the module’s goals.
Any challenges
The main challenge was ensuring that students – many from non-creative professional backgrounds – felt confident in producing audio content. Concerns included technical skills, access to equipment, and unfamiliarity with editing software.
To address this, Katie and the Digital Learning Team provided layered support: simple, accessible tools were recommended; guidance was made available; and exemplars helped demystify expectations.
Next steps
Collecting ongoing feedback will help refine the guidance and explore opportunities to embed podcasting more widely across programmes where authentic assessment and digital capability are priorities.
Top 5 tips for using podcasts in assessment
- Showcase real-world impact and employability: Share examples of how podcasting can be applied in the workplace to boost motivation.
- Keep it authentic: Link podcast tasks to professional practice so students see relevance beyond the module.
- Support digital confidence: Provide tutorials, guides, and exemplars to reduce anxiety.
- Encourage collaboration: Pairing students helps build confidence and sparks creativity.
- Use multi-modal formats: Combine audio with visuals (e.g. a storyboard) to enhance reflection and assessment depth.