| Summary: | Student-generated videos as a new form of assessment aim to increase student engagement in Higher Education (HE). Intercultural assessment also aims to promote Education for Social Justice (ESJ) among the diverse student cohorts in today's multilingual higher education. The current study explored 180 undergraduate students' perceptions of the use of a combination of intercultural group assessment (IGA) and student-generated videos (SGV) aimed at increasing students' intercultural competence and engagement. Students often complain about lecturers' use of monotonous final written assignments that discriminate against certain students, i.e. international, mature, multilingual and low-achieving students. The findings showed that IGA provided students with an opportunity to develop their intercultural competence, negotiation and teamwork skills. In addition, many SGVs demonstrated high levels of creativity and critical thinking. The paper provides recommendations for the successful integration of video with intercultural group assessment in business schools to promote ESJ and highlights implications for theory and practice.
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