Capstones in the Business School: Reviewing and Informing Practice in Pedagogic Context.

Abstract

This article pursues critical reflection and constructive themes for capstones in business programs. An analysis of conceptual, practice and empirical capstones literature, particularly in business, is undertaken, noting different typologies and their bearing for business courses of differing breadth. Salient points are then examined in pedagogical context to derive specifics of educationally robust good practice. Specifically, business wide small group problem based assessments and experiences, integrative across content and student major, are encouraged. A supplement viva voce individual assessment is advocated to capture reflection on integrative and team learning and career oriented evaluation of capstone and course experience.