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This paper examines quantitative methods of dual assessment of students’ skills in higher education. Through dual assessment, it tests skills important to adapt to a volatile, uncertain, complex, and ambiguous environment (VUCA). It does so by comparing on the one side student-generated grades and on the other side grades generated by their lecturers. The study was done on the sample of the entire 3rd-year generation of Zagreb School of Economics and Management students (N=79). Lecturers (N=2) who were doing the assessment have multiple years of grading experience. Findings suggest that overall, there are differences between self-assessment of students and assessment made by lecturers. Furthermore, there are also gender differences in student’s self-assessment. Whether for online or face-to-face courses, faculty and students may benefit using the dual assessment approach in developing more skilled students that are capable to adapt to working in ever changing and uncertain environments

DISRUPTIVE TIMES AND HIGHER EDUCATION IN ECONOMICS AND MANAGEMENT: IMPORTANCE OF DUAL ASSESSMENT