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dc.contributor.authorHammer, S
dc.contributor.authorAbawi, L
dc.contributor.authorGibbings, P
dc.contributor.authorJones, H
dc.contributor.authorRedmond, P
dc.contributor.authorShams, S
dc.date.accessioned2019-06-10T01:34:01Z
dc.date.available2019-06-10T01:34:01Z
dc.date.issued2018
dc.identifier.issn0729-4360
dc.identifier.doi10.1080/07294360.2018.1453787
dc.identifier.urihttp://hdl.handle.net/10072/384184
dc.description.abstractWithin the higher education context, capstone units can be viewed as a significant means of assuring intended learning outcomes for programmes. They provide students with the opportunity to consolidate and apply prior and new disciplinary learning, as well as employability skills and graduate attributes. This paper describes the first stage of an initiative in a regional, Australian university to develop a capstone quality review framework that can be applied across disciplines. A deductive, thematic analysis of relevant literature, guides and institutional strategic documents using a constant comparison method was used to develop a collectively agreed upon set of capstone quality domains and related criteria. These would enable reviewers to assess whether capstone curricula were fit-for-purpose. Capstone domains and criteria were validated and revised using a multi-stage, moderated review of 10 capstone units. This validation process affirmed that to avoid issues with reviewer inter-rater reliability, future use of our framework should emphasise calibrating reviewer interpretation to ensure greater levels of shared understanding of underlying concepts. It further suggested the desirability of incorporating aspects of teacher self-assessment, teacher feedback and student results. Provided these findings are accounted for, we conclude that the proposed capstone review domains and criteria could be used for quality review and enhancement, or capstone benchmarking processes, regardless of discipline area.
dc.description.peerreviewedYes
dc.publisherTaylor & Francis Online
dc.relation.ispartofpagefrom730
dc.relation.ispartofpageto743
dc.relation.ispartofissue4
dc.relation.ispartofjournalHigher Education Research and Development
dc.relation.ispartofvolume37
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchcode13
dc.titleDeveloping a generic review framework to assure capstone quality
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionAccepted Manuscript (AM)
gro.rights.copyright© 2018 Taylor & Francis (Routledge). This is an Accepted Manuscript of an article published by Taylor & Francis in Higher Education Research & Development (HERD) on 28 Mar 2018, available online: https://doi.org/10.1080/07294360.2018.1453787
gro.hasfulltextFull Text
gro.griffith.authorJones, Hazel


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