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This paper argues that a commitment to flexible delivery necessarily requires a commitment to flexible assessment. It describes how an MBA program at one Queensland university has embraced flexible delivery out of pedagogical and strategic necessity and ho, among other things this has le to online teaching sites being extended to incorporate online assessment. The author produces evidence to suggest that the concern about cheating is exaggerated, and that there are ignificant benefits to be gained by both students and academics from setting online "take home" examinations.

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