Everything your business school needs that your LMS doesn’t do.
Potentially is the skills, portfolio and career readiness platform for higher education, working inside the Canvas or Blackboard you already run. For a business school that means one place for skills evidence, portfolios, placements and executive education — undergraduate through DBA, degree and non-degree.
Skills, built into the programmes you already run.
Each part is usable on its own and stronger with the others. All of it embeds through LTI 1.3, so your courses stay where they are taught.
Skills recorded from the work you already set and mark, inside Canvas, Blackboard, Moodle or D2L.
Explore LMS Skills Capture → Teaching & Learning Portfolio LearningSeven portfolio types, each built for a different kind of evidence, all set up and marked inside the LMS.
Explore Portfolio Learning → Teaching & Learning · Career Services Skills ProfileThe profile the student keeps — an employer-facing profile, and folios curated for a purpose.
Explore Skills Profile → All audiences Insight CompassSelf-assessment with immediate personalised feedback, mapped to your frameworks and reported at cohort level.
Explore Insight Compass → Business Schools Executive educationCohorts, enrolment, learning gain, credentials and a live portal for every corporate client you work with.
Explore executive education →
Executive education, on the same platform.
Clients who want to see inside the programme they paid for. Cohorts that run six weeks. Participants with no university account. A non-degree portfolio assessed under a different standard from the degrees.
The company hosting your consultancy project often takes your intern and commissions your executive programme. One relationship, three touchpoints, three disconnected records.
Every programme you run makes the same promise.
It is a promise about skills, and it is the one thing a degree certificate cannot show.
An undergraduate degree promises employability. A specialist MSc promises capability an employer will recognise. An MBA promises progression. A sponsored executive programme promises something the organisation can use straight away.
The wording changes from one programme to the next. The promise underneath it is the same one, and it is about what somebody can do when they finish.
Your accreditors ask about the same thing, in their own language. AACSB and EQUIS review the whole school. AMBA looks at your entire MBA portfolio rather than one flagship programme, and judges it on impact, employability and learning outcomes. BGA wants to see impact improving over a measurable period.
In most schools that promise lives in prose — in the validation document, the prospectus, the review submission. Evidence it properly once and the same body of work answers the accreditation panel, the employer, and the applicant deciding between you and somewhere else.
- Skills down the sideStrategic thinking, financial literacy, marketing and customer insight, data-driven decisions, AI strategy, digital product design.
- Levels across the topBeginner, proficient, advanced, mastery, expertise — so a skill is not simply present or absent.
- Three states in every cellAchieved, developing now, or not started yet. Each one links to the courses that build it.
Illustration 03. The programme map a student sees, and the same shape a programme director reads across a cohort.
Skills evidence comes from the courses you already teach.
At portfolio scale this only works if faculty take on almost no extra work. They don’t.
Faculty map a course against your learning goals or competency model. Once.
For a big portfolio, a central team maps in bulk with AI assistance, instead of asking three hundred colleagues.
LTI 1.3. Sign-on flows from the LMS and marks return to the existing gradebook, which stays the gradebook of record.
Your competency model, your graduate attributes, or a professional framework — with levels named the way you name them.
What faculty get back. The note a convenor writes beside a grade lands on the student’s record with their name on it. Feedback they were writing anyway becomes evidence. They also see who has gone quiet, weeks before a deadline says so.
What the student keeps. A record of what they can do, with the work behind each claim. Readable by an employer who has never heard of your VLE, and still theirs after graduation.
- Tagged onceA course is mapped against your learning goals or competency model, once.
- Work carries skillsAssessed coursework, consultancy projects and placement logs bring the evidence with them.
- Read three waysThe same evidence becomes the student’s record, programme skills coverage, and a review or accreditation pack.
Illustration 01. One mapping action, three things it answers.
Consultancy projects and placements, evidenced as they run.
AACSB asks you to document experiential learning — internships, study abroad, consulting projects. Most schools can describe the activity. Fewer can evidence the learning in it.
So: check-ins at the milestones that matter, prompts written for the competency being developed, hours and deliverables timestamped as they happen. Not written up the night before.
The client supervisor signs off without an account. The manager hosting your student has no university login and never will. They countersign hours and confirm delivery, with their name and organisation on it.
Then the paperwork is already done — not reconstructed in the review year. And the student leaves with an account of real work for a real organisation, which is what employers ask about.
- Four structured check-insOrientation and goals, challenge analysis, mid-point review, closing synthesis — with prompts written for the competency being developed.
- The client supervisor signs offCountersigns hours and confirms what was delivered, without an institutional account.
- Written as it runsThe documentation exists because the project ran properly, rather than being reconstructed in the review year.
Illustration 02. A twelve-week consultancy project, evidenced at the milestones that matter.
The portfolio picture, without the data request.
A live view rather than an annual exercise, so improvement happens in term, not in the year before a review.
Is this cohort on track?
- Progress at programme, module and course level
- Who has disengaged, while there is time to act
- Distance travelled from entry to exit
Does the portfolio deliver what it claims?
- Skills coverage across every programme and level
- Where the evidence is strong, and where a goal is thin
- Which courses build what the programme promises
Can we evidence it on the day?
- Evidence mapped to learning goals, not to modules
- Export to review and accreditation packs
- Measurable change in impact, on your own metrics
The portfolio picture, read together rather than requested.
Canvas and Blackboard, side by side, one experience.
Few schools run one environment across the whole portfolio, and the corporate side often runs somewhere else again. We embed through LTI 1.3 and read what is already there.
Deepest integration. Courses, assignments, submissions, grades, events and enrolments all flow through.
Embedded pathways, portfolio and skills profiles. Extended analytics in development.
See it on your own portfolio.
Thirty minutes, live, on a real programme rather than a demonstration tenant. Bring whoever usually asks the hard question.
