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  • The Capstone Journey: Exploring Design, Delivery and Evaluation in an Undergraduate Management Discipline Context

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    Version of Record (VoR)
    Author(s)
    Stewart, Heather
    Houghton, Luke
    Burns, Clare
    Griffith University Author(s)
    Houghton, Luke
    Year published
    2019
    Metadata
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    Abstract
    The focus of this paper is the development of a capstone management course and the application of educational action research through continual learning. In this article, we use the continual learning frame of plan, do, study, and act to underpin an educational action research design on the development of a capstone management course. As part of an Active Learning Trial, the development of the capstone experience has been captured in the embodiment of that experience. Our aim is to guide other academics in developing their own capstone course, particularly, within management with extension into other disciplines. Through ...
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    The focus of this paper is the development of a capstone management course and the application of educational action research through continual learning. In this article, we use the continual learning frame of plan, do, study, and act to underpin an educational action research design on the development of a capstone management course. As part of an Active Learning Trial, the development of the capstone experience has been captured in the embodiment of that experience. Our aim is to guide other academics in developing their own capstone course, particularly, within management with extension into other disciplines. Through continual improvement, we stress the importance of integrating the primary voice of the students, to emphasize the active learning and to optimize a meaningful experience in connecting theory to practice – the key to the capstone experience. Examples of how to gain feedback and integrate classroom improvements are given. To do this we present two cycles where we applied and practiced continual learning and educational action research to understand and evoke improvements within the course. These changes are evidenced through aggregated student feedback.
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    Journal Title
    Qualitative Report
    Volume
    24
    Issue
    9
    Publisher URI
    https://nsuworks.nova.edu/tqr/vol24/iss9/2
    Copyright Statement
    © 2019: Stewart, et. al., et. al and Nova Southeastern University. This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License (CC BY-NC-SA 4.0) License (http://creativecommons.org/licenses/by-nc-sa/4.0/) which permits unrestricted, non-commercial use, distribution and reproduction in any medium, providing that the work is properly cited. If you alter, transform, or build upon this work, you may distribute the resulting work only under a licence identical to this one.
    Subject
    Specialist studies in education
    Curriculum and pedagogy
    Education systems
    Social Sciences
    Social Sciences, Interdisciplinary
    Social Sciences - Other Topics
    Capstone
    Management Education
    Publication URI
    http://hdl.handle.net/10072/388707
    Collection
    • Journal articles

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