{"id":443,"date":"2025-08-15T07:00:00","date_gmt":"2025-08-15T06:00:00","guid":{"rendered":"https:\/\/blogs.gre.ac.uk\/sebe\/?p=443"},"modified":"2025-08-20T21:56:59","modified_gmt":"2025-08-20T20:56:59","slug":"authenticity-ai-and-the-sme-reality-check-lessons-from-live-briefs-in-marketing-education","status":"publish","type":"post","link":"https:\/\/blogs.gre.ac.uk\/sebe\/authenticity-ai-and-the-sme-reality-check-lessons-from-live-briefs-in-marketing-education\/","title":{"rendered":"Authenticity, AI, and the SME Reality Check: Lessons from Live Briefs in Marketing Education"},"content":{"rendered":"\n

Yakun Zhang<\/strong><\/p>\n\n\n\n

What happens when students swap essay writing for real business challenges, with a dose of generative AI on top? Spoiler: things get delightfully messy \u2013 in the best pedagogical sense.<\/p>\n\n\n\n

We talk a lot about employability skills in higher education\u2014but let\u2019s be honest, some of our assessments still look like they were designed for a Victorian clerkship. Timed essays and rigid formats might tick the academic boxes, but they don\u2019t exactly prepare students for the chaotic, creative, fast-moving world they\u2019re stepping into (Jackson, 2013; Manville et al., 2022).<\/p>\n\n\n\n

No employer is sitting around saying, \u201cWhat we really need is someone who can quote Kotler chapter and verse under pressure.\u201d They\u2019re looking for sharp thinkers, digital-savvy doers, team players, and people who can roll up their sleeves and solve real problems. In other words, graduates who can actually do the job\u2014not just write about it.<\/p>\n\n\n\n\n\n\n\n

Authentic assessment meets GenAI<\/strong><\/strong><\/p>\n\n\n\n

Authentic assessment isn\u2019t a buzzword (or it shouldn\u2019t be). It\u2019s about asking students to demonstrate the skills, knowledge, and attitudes they\u2019ll need in the workplace (James & and Casidy, 2018; Sokhanvar et al., 2021). In marketing, that means campaign design, strategic planning, creative execution, and digital literacy. Enter generative AI tools like ChatGPT<\/a>, Canva AI<\/a>, and SEMrush<\/a> \u2013 the co-pilots of modern marketing.<\/p>\n\n\n\n

Instead of banning GenAI, why not integrate it in an ethical manner? That\u2019s precisely what we trialled in a Level 7 content marketing module: a live brief with a London-based fashion SME. Students tackled a genuine content marketing challenge, co-created goals with the client, and delivered portfolio-ready outputs they could confidently showcase to employers.<\/p>\n\n\n\n

The brief that wasn\u2019t so brief<\/strong><\/strong><\/p>\n\n\n\n

Teams created campaign posters as formative assessment, then developed full content marketing plans individually for summative assessment. Tools like SEMrush<\/a> provided audience insights, ChatGPT<\/a> drafted taglines, and Canva AI<\/a> transformed ideas into visuals. All underpinned by guided sessions on ethical and critical AI use \u2013 shifting the narrative from \u201cAI as cheating\u201d to \u201cAI as creating with integrity\u201d (Johnston et al., 2024; Zhu et al., 2025).<\/p>\n\n\n\n

What happened?<\/strong><\/strong><\/p>\n\n\n\n

Students didn\u2019t just survive\u2014they thrived. One even called it \u201ca creative subject with real-world excitement\u201d (which, let\u2019s be honest, is high praise in a world of group projects and 9 a.m. lectures). Average grades increased by 24%, but more importantly, students walked away with portfolio-ready work that actually means something\u2014evidence of creativity, strategic thinking, and solid problem-solving skills.<\/p>\n\n\n\n

And the SMEs? They didn\u2019t just nod politely for the university newsletter photo op. They got real value\u2014ideas backed by research, prototype assets they could actually test, and fresh insights into how to better connect with their audience. And here\u2019s the cherry on top: through conversations with one founder to nail down their needs, I got to know their business so well that I ended up recommending a student looking for marketing experience. Long story short: internship secured. Everyone won. It\u2019s the kind of collaboration that doesn\u2019t just tick boxes\u2014it builds real bridges between classrooms and boardrooms.<\/p>\n\n\n\n

So what?<\/strong><\/strong><\/p>\n\n\n\n

Beyond the satisfaction of receiving good module feedback, authentic assessment with GenAI prepares students for workplaces that AI is already transforming. Marketing roles increasingly require AI fluency \u2013 from drafting first-line copy to generating quick design prototypes. Simulating this reality in assessments gives students confidence and a competitive edge (Manville et al., 2022).<\/p>\n\n\n\n

However, let\u2019s not romanticise. Integrating AI reveals a harsh reality: unequal access. Students who can afford premium tools, such as ChatGPT Plus or Grammarly Premium, receive better support. This isn\u2019t about ability; it\u2019s about resource disparity. The risk? Systemic bias in assessment outcomes further entrenches inequalities (Zhu et al., 2025).<\/p>\n\n\n\n

Now what?<\/strong><\/strong><\/p>\n\n\n\n

Future research should unpack:<\/p>\n\n\n\n

\u2022     What do students value most in live brief-based authentic assessments?<\/p>\n\n\n\n

\u2022     What challenges do they encounter with real clients and AI tools?<\/p>\n\n\n\n

\u2022     Do these experiences feel empowering or exploitative, and why?<\/p>\n\n\n\n

\u2022     What support structures foster equitable engagement and outcomes?<\/p>\n\n\n\n

The goal is not just higher grades or happier employers but inclusive, empowering, and future-ready learning environments.<\/p>\n\n\n\n

Final reflections<\/strong><\/strong><\/p>\n\n\n\n

Authentic assessment in marketing isn\u2019t about ticking an employability box. It\u2019s about bridging the often-yawning gap between theory and messy, caffeinated, client-driven reality. Adding AI tools into the mix doesn\u2019t replace creativity; it reframes it. Students learn to ask better questions, iterate ideas rapidly, and critically evaluate machine-generated suggestions.<\/p>\n\n\n\n

Ultimately, it\u2019s not about AI versus humans or universities versus industry. It\u2019s about creating learning ecosystems where students, educators, and SMEs grow together \u2013 ethically, creatively, and authentically.<\/p>\n\n\n\n

References<\/strong><\/p>\n\n\n\n

Jackson, D. (2013). Business graduate employability \u2013 where are we going wrong? Higher Education Research & Development, 32<\/em>(5), 776-790. https:\/\/doi.org\/10.1080\/07294360.2012.709832<\/p>\n\n\n\n

James, L. T., & and Casidy, R. (2018). Authentic assessment in business education: its effects on student satisfaction and promoting behaviour. Studies in Higher Education, 43<\/em>(3), 401-415. https:\/\/doi.org\/10.1080\/03075079.2016.1165659<\/p>\n\n\n\n

Johnston, H., Wells, R. F., Shanks, E. M., Boey, T., & Parsons, B. N. (2024). Student perspectives on the use of generative artificial intelligence technologies in higher education. International Journal for Educational Integrity, 20<\/em>(1), 2. https:\/\/doi.org\/10.1007\/s40979-024-00149-4<\/p>\n\n\n\n

Manville, G., Donald, W. E., & Eves, A. (2022). Can Embedding Authentic Assessment Into the Curriculum Enhance the Employability of Business School Students? GILE Journal of Skills Development, 2<\/em>(2), 73-87. https:\/\/doi.org\/10.52398\/gjsd.2022.v2.i2.pp73-87<\/p>\n\n\n\n

Sokhanvar, Z., Salehi, K., & Sokhanvar, F. (2021). Advantages of authentic assessment for improving the learning experience and employability skills of higher education students: A systematic literature review. Studies in Educational Evaluation, 70<\/em>, 101030. https:\/\/doi.org\/https:\/\/doi.org\/10.1016\/j.stueduc.2021.101030<\/p>\n\n\n\n

Zhu, W., Lei, H., Xinni, Z., Xiaoya, L., Gaojun, S., Jingxin, Y., & and Wang, C. (2025). Could AI Ethical Anxiety, Perceived Ethical Risks and Ethical Awareness About AI Influence University Students\u2019 Use of Generative AI Products? An Ethical Perspective. International Journal of Human\u2013Computer Interaction, 41<\/em>(1), 742-764. https:\/\/doi.org\/10.1080\/10447318.2024.2323277<\/p>\n\n\n\n

\n\n\n\n

Dr Yakun Zhang<\/a> is a Senior Lecturer in Advertising and Marketing Communications at the University of Greenwich. She is passionate about bridging theory and industry practice through authentic assessment and co-creation. Her teaching focuses on marketing communications, consumer psychology, creative content, and trends in advertising. At the same time, her research explores how sensory stimuli, such as images and sounds, enhance the effectiveness of advertisements.<\/p>\n\n\n\n

Email: yakun.zhang@greenwich.ac.uk<\/p>\n\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

Yakun Zhang What happens when students swap essay writing for real business challenges, with a dose of generative AI on top? Spoiler: things get delightfully messy \u2013 in the best pedagogical sense. We talk a …<\/p>\n","protected":false},"author":27,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[39],"tags":[10,36,40],"class_list":["post-443","post","type-post","status-publish","format-standard","hentry","category-learning-and-teaching-festival-2025","tag-authentic-assessment","tag-generative-ai","tag-marketing-education"],"yoast_head":"\nAuthenticity, AI, and the SME Reality Check: Lessons from Live Briefs in Marketing Education - Scholarship Excellence in Business Education<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/blogs.gre.ac.uk\/sebe\/authenticity-ai-and-the-sme-reality-check-lessons-from-live-briefs-in-marketing-education\/\" \/>\n<meta property=\"og:locale\" content=\"en_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Authenticity, AI, and the SME Reality Check: Lessons from Live Briefs in Marketing Education - Scholarship Excellence in Business Education\" \/>\n<meta property=\"og:description\" content=\"Yakun Zhang What happens when students swap essay writing for real business challenges, with a dose of generative AI on top? Spoiler: things get delightfully messy \u2013 in the best pedagogical sense. We talk a …\" \/>\n<meta property=\"og:url\" content=\"https:\/\/blogs.gre.ac.uk\/sebe\/authenticity-ai-and-the-sme-reality-check-lessons-from-live-briefs-in-marketing-education\/\" \/>\n<meta property=\"og:site_name\" content=\"Scholarship Excellence in Business Education\" \/>\n<meta property=\"article:publisher\" content=\"https:\/\/blogs.gre.ac.uk\/sebe\/\" \/>\n<meta property=\"article:published_time\" content=\"2025-08-15T06:00:00+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2025-08-20T20:56:59+00:00\" \/>\n<meta name=\"author\" content=\"SEBE\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" \/>\n\t<meta name=\"twitter:data1\" content=\"SEBE\" \/>\n\t<meta name=\"twitter:label2\" content=\"Estimated reading time\" \/>\n\t<meta name=\"twitter:data2\" content=\"5 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\\\/\\\/blogs.gre.ac.uk\\\/sebe\\\/authenticity-ai-and-the-sme-reality-check-lessons-from-live-briefs-in-marketing-education\\\/#article\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/blogs.gre.ac.uk\\\/sebe\\\/authenticity-ai-and-the-sme-reality-check-lessons-from-live-briefs-in-marketing-education\\\/\"},\"author\":{\"name\":\"SEBE\",\"@id\":\"https:\\\/\\\/blogs.gre.ac.uk\\\/sebe\\\/#\\\/schema\\\/person\\\/40e2fda1eef405cbdb8b9ddf5f51440b\"},\"headline\":\"Authenticity, AI, and the SME Reality Check: Lessons from Live Briefs in Marketing Education\",\"datePublished\":\"2025-08-15T06:00:00+00:00\",\"dateModified\":\"2025-08-20T20:56:59+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\\\/\\\/blogs.gre.ac.uk\\\/sebe\\\/authenticity-ai-and-the-sme-reality-check-lessons-from-live-briefs-in-marketing-education\\\/\"},\"wordCount\":1072,\"keywords\":[\"authentic assessment\",\"generative AI\",\"marketing education\"],\"articleSection\":[\"Learning and Teaching Festival 2025\"],\"inLanguage\":\"en-GB\"},{\"@type\":\"WebPage\",\"@id\":\"https:\\\/\\\/blogs.gre.ac.uk\\\/sebe\\\/authenticity-ai-and-the-sme-reality-check-lessons-from-live-briefs-in-marketing-education\\\/\",\"url\":\"https:\\\/\\\/blogs.gre.ac.uk\\\/sebe\\\/authenticity-ai-and-the-sme-reality-check-lessons-from-live-briefs-in-marketing-education\\\/\",\"name\":\"Authenticity, AI, and the SME Reality Check: Lessons from Live Briefs in Marketing Education - Scholarship Excellence in Business Education\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/blogs.gre.ac.uk\\\/sebe\\\/#website\"},\"datePublished\":\"2025-08-15T06:00:00+00:00\",\"dateModified\":\"2025-08-20T20:56:59+00:00\",\"author\":{\"@id\":\"https:\\\/\\\/blogs.gre.ac.uk\\\/sebe\\\/#\\\/schema\\\/person\\\/40e2fda1eef405cbdb8b9ddf5f51440b\"},\"breadcrumb\":{\"@id\":\"https:\\\/\\\/blogs.gre.ac.uk\\\/sebe\\\/authenticity-ai-and-the-sme-reality-check-lessons-from-live-briefs-in-marketing-education\\\/#breadcrumb\"},\"inLanguage\":\"en-GB\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https:\\\/\\\/blogs.gre.ac.uk\\\/sebe\\\/authenticity-ai-and-the-sme-reality-check-lessons-from-live-briefs-in-marketing-education\\\/\"]}]},{\"@type\":\"BreadcrumbList\",\"@id\":\"https:\\\/\\\/blogs.gre.ac.uk\\\/sebe\\\/authenticity-ai-and-the-sme-reality-check-lessons-from-live-briefs-in-marketing-education\\\/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https:\\\/\\\/blogs.gre.ac.uk\\\/sebe\\\/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Authenticity, AI, and the SME Reality Check: Lessons from Live Briefs in Marketing Education\"}]},{\"@type\":\"WebSite\",\"@id\":\"https:\\\/\\\/blogs.gre.ac.uk\\\/sebe\\\/#website\",\"url\":\"https:\\\/\\\/blogs.gre.ac.uk\\\/sebe\\\/\",\"name\":\"Scholarship Excellence in Business Education\",\"description\":\"Sharing pedagogic research and practice in Greenwich Business School\",\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https:\\\/\\\/blogs.gre.ac.uk\\\/sebe\\\/?s={search_term_string}\"},\"query-input\":{\"@type\":\"PropertyValueSpecification\",\"valueRequired\":true,\"valueName\":\"search_term_string\"}}],\"inLanguage\":\"en-GB\"},{\"@type\":\"Person\",\"@id\":\"https:\\\/\\\/blogs.gre.ac.uk\\\/sebe\\\/#\\\/schema\\\/person\\\/40e2fda1eef405cbdb8b9ddf5f51440b\",\"name\":\"SEBE\",\"image\":{\"@type\":\"ImageObject\",\"inLanguage\":\"en-GB\",\"@id\":\"https:\\\/\\\/secure.gravatar.com\\\/avatar\\\/c3f8d83469435c99c65f45cb3f11e1e6e9044ac53222c1aa5dc69f1bc344a2f2?s=96&d=mm&r=g\",\"url\":\"https:\\\/\\\/secure.gravatar.com\\\/avatar\\\/c3f8d83469435c99c65f45cb3f11e1e6e9044ac53222c1aa5dc69f1bc344a2f2?s=96&d=mm&r=g\",\"contentUrl\":\"https:\\\/\\\/secure.gravatar.com\\\/avatar\\\/c3f8d83469435c99c65f45cb3f11e1e6e9044ac53222c1aa5dc69f1bc344a2f2?s=96&d=mm&r=g\",\"caption\":\"SEBE\"},\"url\":\"https:\\\/\\\/blogs.gre.ac.uk\\\/sebe\\\/author\\\/df11\\\/\"}]}<\/script>\n<!-- \/ Yoast SEO plugin. -->","yoast_head_json":{"title":"Authenticity, AI, and the SME Reality Check: Lessons from Live Briefs in Marketing Education - Scholarship Excellence in Business Education","robots":{"index":"index","follow":"follow","max-snippet":"max-snippet:-1","max-image-preview":"max-image-preview:large","max-video-preview":"max-video-preview:-1"},"canonical":"https:\/\/blogs.gre.ac.uk\/sebe\/authenticity-ai-and-the-sme-reality-check-lessons-from-live-briefs-in-marketing-education\/","og_locale":"en_GB","og_type":"article","og_title":"Authenticity, AI, and the SME Reality Check: Lessons from Live Briefs in Marketing Education - Scholarship Excellence in Business Education","og_description":"Yakun Zhang What happens when students swap essay writing for real business challenges, with a dose of generative AI on top? Spoiler: things get delightfully messy \u2013 in the best pedagogical sense. We talk a …","og_url":"https:\/\/blogs.gre.ac.uk\/sebe\/authenticity-ai-and-the-sme-reality-check-lessons-from-live-briefs-in-marketing-education\/","og_site_name":"Scholarship Excellence in Business Education","article_publisher":"https:\/\/blogs.gre.ac.uk\/sebe\/","article_published_time":"2025-08-15T06:00:00+00:00","article_modified_time":"2025-08-20T20:56:59+00:00","author":"SEBE","twitter_card":"summary_large_image","twitter_misc":{"Written by":"SEBE","Estimated reading time":"5 minutes"},"schema":{"@context":"https:\/\/schema.org","@graph":[{"@type":"Article","@id":"https:\/\/blogs.gre.ac.uk\/sebe\/authenticity-ai-and-the-sme-reality-check-lessons-from-live-briefs-in-marketing-education\/#article","isPartOf":{"@id":"https:\/\/blogs.gre.ac.uk\/sebe\/authenticity-ai-and-the-sme-reality-check-lessons-from-live-briefs-in-marketing-education\/"},"author":{"name":"SEBE","@id":"https:\/\/blogs.gre.ac.uk\/sebe\/#\/schema\/person\/40e2fda1eef405cbdb8b9ddf5f51440b"},"headline":"Authenticity, AI, and the SME Reality Check: Lessons from Live Briefs in Marketing Education","datePublished":"2025-08-15T06:00:00+00:00","dateModified":"2025-08-20T20:56:59+00:00","mainEntityOfPage":{"@id":"https:\/\/blogs.gre.ac.uk\/sebe\/authenticity-ai-and-the-sme-reality-check-lessons-from-live-briefs-in-marketing-education\/"},"wordCount":1072,"keywords":["authentic assessment","generative AI","marketing education"],"articleSection":["Learning and Teaching Festival 2025"],"inLanguage":"en-GB"},{"@type":"WebPage","@id":"https:\/\/blogs.gre.ac.uk\/sebe\/authenticity-ai-and-the-sme-reality-check-lessons-from-live-briefs-in-marketing-education\/","url":"https:\/\/blogs.gre.ac.uk\/sebe\/authenticity-ai-and-the-sme-reality-check-lessons-from-live-briefs-in-marketing-education\/","name":"Authenticity, AI, and the SME Reality Check: Lessons from Live Briefs in Marketing Education - Scholarship Excellence in Business Education","isPartOf":{"@id":"https:\/\/blogs.gre.ac.uk\/sebe\/#website"},"datePublished":"2025-08-15T06:00:00+00:00","dateModified":"2025-08-20T20:56:59+00:00","author":{"@id":"https:\/\/blogs.gre.ac.uk\/sebe\/#\/schema\/person\/40e2fda1eef405cbdb8b9ddf5f51440b"},"breadcrumb":{"@id":"https:\/\/blogs.gre.ac.uk\/sebe\/authenticity-ai-and-the-sme-reality-check-lessons-from-live-briefs-in-marketing-education\/#breadcrumb"},"inLanguage":"en-GB","potentialAction":[{"@type":"ReadAction","target":["https:\/\/blogs.gre.ac.uk\/sebe\/authenticity-ai-and-the-sme-reality-check-lessons-from-live-briefs-in-marketing-education\/"]}]},{"@type":"BreadcrumbList","@id":"https:\/\/blogs.gre.ac.uk\/sebe\/authenticity-ai-and-the-sme-reality-check-lessons-from-live-briefs-in-marketing-education\/#breadcrumb","itemListElement":[{"@type":"ListItem","position":1,"name":"Home","item":"https:\/\/blogs.gre.ac.uk\/sebe\/"},{"@type":"ListItem","position":2,"name":"Authenticity, AI, and the SME Reality Check: Lessons from Live Briefs in Marketing Education"}]},{"@type":"WebSite","@id":"https:\/\/blogs.gre.ac.uk\/sebe\/#website","url":"https:\/\/blogs.gre.ac.uk\/sebe\/","name":"Scholarship Excellence in Business Education","description":"Sharing pedagogic research and practice in Greenwich Business School","potentialAction":[{"@type":"SearchAction","target":{"@type":"EntryPoint","urlTemplate":"https:\/\/blogs.gre.ac.uk\/sebe\/?s={search_term_string}"},"query-input":{"@type":"PropertyValueSpecification","valueRequired":true,"valueName":"search_term_string"}}],"inLanguage":"en-GB"},{"@type":"Person","@id":"https:\/\/blogs.gre.ac.uk\/sebe\/#\/schema\/person\/40e2fda1eef405cbdb8b9ddf5f51440b","name":"SEBE","image":{"@type":"ImageObject","inLanguage":"en-GB","@id":"https:\/\/secure.gravatar.com\/avatar\/c3f8d83469435c99c65f45cb3f11e1e6e9044ac53222c1aa5dc69f1bc344a2f2?s=96&d=mm&r=g","url":"https:\/\/secure.gravatar.com\/avatar\/c3f8d83469435c99c65f45cb3f11e1e6e9044ac53222c1aa5dc69f1bc344a2f2?s=96&d=mm&r=g","contentUrl":"https:\/\/secure.gravatar.com\/avatar\/c3f8d83469435c99c65f45cb3f11e1e6e9044ac53222c1aa5dc69f1bc344a2f2?s=96&d=mm&r=g","caption":"SEBE"},"url":"https:\/\/blogs.gre.ac.uk\/sebe\/author\/df11\/"}]}},"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/blogs.gre.ac.uk\/sebe\/wp-json\/wp\/v2\/posts\/443","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.gre.ac.uk\/sebe\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.gre.ac.uk\/sebe\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.gre.ac.uk\/sebe\/wp-json\/wp\/v2\/users\/27"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.gre.ac.uk\/sebe\/wp-json\/wp\/v2\/comments?post=443"}],"version-history":[{"count":12,"href":"https:\/\/blogs.gre.ac.uk\/sebe\/wp-json\/wp\/v2\/posts\/443\/revisions"}],"predecessor-version":[{"id":483,"href":"https:\/\/blogs.gre.ac.uk\/sebe\/wp-json\/wp\/v2\/posts\/443\/revisions\/483"}],"wp:attachment":[{"href":"https:\/\/blogs.gre.ac.uk\/sebe\/wp-json\/wp\/v2\/media?parent=443"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.gre.ac.uk\/sebe\/wp-json\/wp\/v2\/categories?post=443"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.gre.ac.uk\/sebe\/wp-json\/wp\/v2\/tags?post=443"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}