Teaching Students in Their Final Year Using 'CAPSTONE' Topics

DR BET ROFFEY

A CAPSTONE TOPIC:

is a final year/semester/sequence topic
helps students integrate prior knowledge and learning
promotes course coherence and relevance
further develops student communication skills
gives support for graduate career plans
synthesises student prior learning
enhances student career preparation
meets graduate's university-work transition needs

SOME TEACHING APPROACHES

problem-based learning/case studies
extended problem analysis frameworks
'real-world' situations (the 'living case method')
role plays, modelling
hypothetical's
industry links: action/reflection strategies

EXPECTED STUDENT OUTCOMES

increased appreciation of complex, competing issues in graduate jobs
extended analytical skills
capacity to link theory and practice
improved career networking capabilities
refined communication skills (written, oral, interpersonal, professional presentations)
employment-related teamwork skills

EXAMPLE OF CAPSTONE TOPIC

Strategy and Executive Decision-making
- core final year topic: Master of International Business Administration
- relies on prior knowledge of:
  - business environment
  - international human resource management
  - marketing
  - finance
  - international business law
  - business policy and strategic management
- students have diverse backgrounds

TOPIC AIMS AND PERSPECTIVE:

To introduce students to:
- the total view of the organisation, its mission, goals, long term prospects and how it interacts with various actors and forces in its environment;
- concepts and practices of strategic analysis and strategy formulation, both informal and explicitly planned ;
- analysis of business environment and identification of long term trends and change;
- aspects of societal concerns, influences and constraints, corporate responses and social responsibilities; developing sustainable competitive advantage;
- aspects of implementing strategies;
- aspects of strategic leadership at top levels of organisation;
- unstructured decision making under conditions of high uncertainty and ambiguity

EXPECTED LEARNING OUTCOMES FOR TOPIC:

In an interactive learning environment, participants will

develop individual and organisational strategic-response capacities,
understand strategy implementation processes, and
develop flexible organisational strategies that maximise resource capabilities in rapidly changing environments.

Policy and strategic management are not confined to profit-making business organisations, nor only to the organisation as a whole. The concepts are useful also to not-for-profit organisations, organisational sub-units and individual career strategies.

LEARNING MODES:

discussion and analysis of practical case histories.
emphasis on perspective and developing one's own point of view.
a key task is to identify which questions to ask, rather than to seek answers to questions put by someone else.
throughout the course, in class analysis of cases, in deciding on topics for assignments, and evaluating theoretical concepts, students must frame their own questions wherever possible.

ASSESSMENT METHODS USED

Class participation 20%

Assignment 1 - case analysis: class presentation 15%

Assignment 2 - brief case analysis: written report (5 pages) due at beginning of presentation 15%

Assignment 3 - extended case analysis (3,000 words) 50%

Class Attendance and Participation (20%):

Criteria for assessing class contribution:

Are the comments relevant to the topic and the stage of the debate?
Do the comments reveal thorough preparation for the class?
Do the comments reveal a knowledge of the course material to date?
Do the comments reveal insight and sense of judgement?
Do the comments make a significant contribution to the class discussion?
Do the comments provide the trigger for a new direction in the debate?
Do fellow students show respect for the point of view raised?
Do students' contribution to the group display leadership qualities?

ASSIGNMENTS 1-3: INDEPENDENT CASE ANALYSIS

Select one organisation for intensive analysis in terms of the course aims. The organisation you choose must not be one which you have analysed for other topics.
Assume you are an external consultant analysing the organisation. Your consultancy brief has three components:
- Assignment 1: (15%): Five page written report to the company's executives and directors.
  Hand out copies of your report at the beginning of class the week before your presentation.
  Pre-reading for class: Also at the beginning of class one week before your presentation (i.e. week 10, 11 or 12), distribute to all class members a copy of background material on your chosen company.
- Assignment 2 (15%): 15 minute presentation to the �company's executives and directors�. (Week 11, 12 or 13).
- Assignment 3: (50%) Extended report to the company. This report will be approximately 3,000 words in length. Appendices and References are not included in the word count. Submit this report to 254 SSS by 9am Thursday Week 13 (14, 15).

UNDERGRADUATE 'CAPSTONE' TOPICS

Also used in final year undergraduate business strategy topics
Assumes common prior learning, topics (not necessarily sequential)
Based on similar principles, techniques
May have more lecture input
Variation in assessment methods, weightings
Industry/professional links important during topic.

HOW MIGHT 'CAPSTONE' TOPICS FIT YOUR AREA?

What types of work do graduates seek?
What knowledge, skills do you expect them to acquire during their degree?
What topic sequences might lend themselves to a 'capstone' topic approach?
Can 'capstone' principles be integrated into an existing topic?
If already done, what topic design, teaching techniques, assessment methods are used?
How might you benefit from others' experience in 'capstone' topic design and delivery?

Difficulties in implementing capstone topics

What specific challenges might you face in implementing capstone topic principles in your academic discipline area?
What are some ways these challenges might be overcome?