Intentionally designed capstone courses: A typology to enhance student learning

Abstract

This authors propose that intentionally designed capstone courses enhance student learning. The capstone typology offered will assist educators in designing a capstone experience that allows students the opportunity to synthesize the learning they acquire as they complete their business and management education. This typology can provide a framework regarding the design of the capstone, its intended outcomes, the breath of its academic scope, and its overall application to practice following completion of the educational program. The authors provide an example of an intentionally designed integrative capstone experience, conclusions, and suggestions for future study.

Keywords:

• Capstone courses
• instructional design
• management
• strategy
• typology