From mountaintop to corporate ladder – what new professionals really really want in a capstone experience!

References

• AACSB. 2007. AACSB Assurance of Learning Standards: An Interpretation. Tampa, Fla: AACSB. Accessed August 12, 2011. http://www.aacsb.edu/accreditation/papers/AOLPaper-final-11-20-07.pdf.
   Google Scholar
• AACSB. 2009. Eligibility Procedures and Accreditation Standards for Business Accreditation. Tampa, Fla: AACSB International. Accessed August 12, 2011. http://www.aacsb.edu/accreditation/BUSINESS-STANDARDS-2009-Final.pdf.
   Google Scholar
• ABDC. 2008. Business as Usual: A Collaborative and Inclusive Investigation of Existing Resources, Strengths, Gaps and Challenges to be Addressed for Sustainability in Teaching and Learning in Australian University Business Faculties. Sydney: Australian Business Deans Council/Carrick Institute, March 2008.
   Google Scholar
• van Acker, E., J. Bailey, K. Wilson, and E. French. 2014. “Capping Them Off! Exploring and Explaining the Patterns in Undergraduate Capstone Subjects in Australian Business Schools.” HERD 33 (5): 1049–1062.
   Google Scholar
• AC Nielsen. 2000. Employer Satisfaction with Graduate Skills: Research Report. Canberra: Department of Education, Training and Youth Affairs (DETYA). Higher Education Division, February 2000.
   Google Scholar
• AUSSE (Australian Survey of Student Engagement). 2010. Doing More for Learning: Enhancing Engagement and Outcomes. Camberwell: Australian Council for Educational Research.
   Google Scholar
• Bailey, J., E. van Acker, and J. Fyffe 2012. Capstone Subjects in Undergraduate Business Degrees: A Good Practice Guide. Brisbane: Griffith Business School, Griffith University.
   Google Scholar
• Bailey, J., D. Oliver, and K. Townsend. 2007. “Transition to Practitioner: Redesigning a Third Year Course for Undergraduate Business Students.” Journal of Management and Organization 13 (1): 65–80. doi: 10.5172/jmo.2007.13.1.65
   Web of Science ®Google Scholar
• Barnett, R. 2004. “Learning for an Unknown Future.” Higher Education Research and Development 23 (3): 247–260. doi: 10.1080/0729436042000235382
   Google Scholar
• Barnett, R. 2005. “Recapturing the Universal in the University.” Educational Philosophy and Theory 37 (6): 785–797. doi: 10.1111/j.1469-5812.2005.00158.x
   Google Scholar
• Barrie, S. 2004. “A Research-Based Approach to Generic Graduate Attributes Policy.” Higher Education Research and Development 23 (3): 261–275. doi: 10.1080/0729436042000235391
   Google Scholar
• Bath, D., C. Smith, S. Stein, and R. Swann. 2004. “Beyond Mapping and Embedding Graduate Attributes: Bringing Together Quality Assurance and Action Learning to Create a Validated and Living Curriculum.” Higher Education Research and Development 23 (3): 313–328. doi: 10.1080/0729436042000235427
   Google Scholar
• Bazeley, P. 2007. Qualitative Data Analysis with NVivo. London: Sage.
   Google Scholar
• Biggs, J. 1999. “Enhancing Teaching through Constructive Alignment.” Higher Education 32 (3): 347–364. doi: 10.1007/BF00138871
   Web of Science ®Google Scholar
• BIHECC. 2007. Graduate Employability Skills. Prepared for the Business, Industry and Higher Education Collaboration Council by Precision Consultancy. Accessed August 12, 2011. http://www.dest.gov.au
   Google Scholar
• Bridges, W. 1986. “Managing Organizational Transitions.” Organizational Dynamics 15 (1): 24–33. doi: 10.1016/0090-2616(86)90023-9
   Web of Science ®Google Scholar
• Collier, P. 2000. “The Effects of Completing a Capstone Course on Student Identity.” Sociology of Education 73 (4): 285–299. doi: 10.2307/2673235
   Web of Science ®Google Scholar
• Crebert, G., M. Bates, B. Bell, C. Patrick, and V. Cragnolini. 2004. “Developing Generic Skills at University, during Work Placement and in Employment: Graduates’ Perceptions.” Higher Education Research and Development 23 (2): 147–165. doi: 10.1080/0729436042000206636
   Google Scholar
• Dunlap, J. 2005. “Problem-based Learning and Self-Efficacy: How a Capstone Course Prepares Students for a Profession.” Educational Technology, Research and Development 53 (1): 65–83. doi: 10.1007/BF02504858
   Web of Science ®Google Scholar
• Evans, J., and A. Mathur. 2005. “The Value of Online Surveys.” Internet Research 15 (2): 195–219. doi: 10.1108/10662240510590360
   Web of Science ®Google Scholar
• Fereday, J., and E. Muir-Cochrane. 2008. “Demonstrating Rigor Using Thematic Analysis: A Hybrid Approach of Inductive and Deductive Coding and Theme Development.” International Journal of Qualitative Methods 5 (1): 80–92.
   Google Scholar
• Ford, J. D., and S. W. Teare. 2006. “The Right Answer is Communication when Capstone Engineering Courses Drive the Questions.” Journal of STEM Education 7 (3, 4): 5–12.
   Google Scholar
• Gale, T., and S. Parker. 2012, iFirst. “Navigating Change: A Typology of Student Transition in Higher Education.” Studies in Higher Education 39 (5): 1–20.
   Google Scholar
• Hauhart, R., and J. Grahe. 2010. “The Undergraduate Capstone Course in the Social Sciences: Results from a Regional Survey.” Teaching Sociology 38 (1): 4–17. doi: 10.1177/0092055X09353884
   Web of Science ®Google Scholar
• Holden, R., and J. Hamblett. 2007. “The Transition from Higher Education into Work: Tales of Cohesion and Fragmentation.” Education + Training 49 (7): 516–585. doi: 10.1108/00400910710832014
   Google Scholar
• Holdsworth, A., K. Watty, and M. Davies. 2009. “Capstone Experience Report.” Report prepared for Faculty of Economics and Commerce, University of Melbourne.
   Google Scholar
• Hundley, S. 2010. “Capstone Experiences and their Uses in Learning and Assessment: Principles and Practices.” Presentation at University of Queensland, March 22, 2010.
   Google Scholar
• Jarman, R., and K. Willey. 2007. “Benchmarking Capstone Projects in UTS Faculty of Engineering.” Paper presented at Research and Development in Higher Education: Reshaping higher education conference, 33rd HERDSA Annual International Conference, July 6–9, 2010. Melbourne, 45–50.
   Google Scholar
• Kain, E. 1999. “Building the Sociological Imagination through a Cumulative Curriculum: Professional Socialisation in Sociology.” Teaching Sociology 27 (1): 1–16. doi: 10.2307/1319241
   Web of Science ®Google Scholar
• Keller, S., C. Chan, and C. Parker. 2010. “Generic Skills: Do Capstone Courses Deliver?” In HERDSA 2010: Refereed papers from the 33rd HERDSA Annual International Conference, 383–393. Milperra, N.S.W.: HERDSA.
   Google Scholar
• Lawson, R., T. Taylor, E. French, E. Fallshaw, C. Hall, S. Kinash, and J. Summers. 2015. “Hunting and Gathering: New Imperatives in Mapping and Collecting Student Learning Data to Assure Quality Outcomes.” Higher Education Research and Development 34 (3): 581–595. doi: 10.1080/07294360.2014.911249
   Web of Science ®Google Scholar
• Lizzio, A., and K. L. Wilson. 2004. “Action Learning in Higher Education: An Investigation of Its Potential to Develop Professional Capability.” Studies in Higher Education 29 (4): 469–488. doi: 10.1080/0307507042000236371
   Web of Science ®Google Scholar
• Martell, K. 2007. “Assessing Student Learning: Are Business Schools Making the Grade?” Journal of Education for Business 82 (4): 189–195. doi: 10.3200/JOEB.82.4.189-195
   Google Scholar
• Meyer, J. H. F., and R. Land. 2005. “Threshold Concepts and Troublesome Knowledge (2): Epistemological Consideration and a Conceptual Framework for Teaching and Learning.” Higher Education 49 (3): 373–388. doi: 10.1007/s10734-004-6779-5
   Web of Science ®Google Scholar
• Moore, R. 2006. “Direct Measures: The Capstone Course.” In Assessing Media Education: A Resource for Educators and Administrators, edited by W. G. Christ, 439–458. Pennsylvania: Elizabethtown College.
   Google Scholar
• Nilsson, T., and J. Fulton. 2002. “The Capstone Experience Course in Agricultural Curriculum.” Paper presented at the annual meeting of the American Agricultural Economics Association (now the Agricultural and Applied Economics Association), July 28–31, 2002. Long Beach, CA. Accessed December 29, 2010. http://ageconsearch.umn.edu/bitstream/19582/1/sp02ni01.pdf
   Google Scholar
• Payne, S., J. M. Whitfield, and J. Flynn. 2002. “Assessing the Business Capstone Course Through a Method Based on the SOTL and the Stakeholder Process.” Journal of Education for Business 78 (2): 69–74. doi: 10.1080/08832320209599700
   Google Scholar
• Pearson, C. A. L., and S. R. Chatterjee. 2004. “Expectations and Values of University Students in Transition: Evidence from an Australian Classroom.” Journal of Management Education 28 (4): 427–446. doi: 10.1177/1052562904266005
   Google Scholar
• Redmond, M. 1998. “Outcomes Assessment and the Capstone Course in Communication.” The Southern Communication Journal 64 (1): 68–75. doi: 10.1080/10417949809373120
   Google Scholar
• Rowles, C., D. Koch, S. Hundley, and S. Hamilton. 2004. “Toward a Model for Capstone Experiences: Mountaintops, Magnets, and Mandates.” Progress, Trends and Practices in Higher Education 16 (1): 1–2, 13–15.
   Google Scholar
• Rychen, D., and L. Salganik. 2001. Defining and Selecting Key Competencies. Gottingen: Hogrefe and Huber.
   Google Scholar
• Schmid, T. 1993. “Bringing Sociology to Life: The Other Capstone Mandate.” Teaching Sociology 21 (Jul.): 219–222. doi: 10.2307/1319013
   Web of Science ®Google Scholar
• Sill, D., B. M. Harward, and I. Cooper. 2009. “The Disorienting: The Senior Capstone as a Transformative Experience.” Liberal Education Summer 95 (3): 50–55.
   Google Scholar
• Starr-Glass, D. 2010. “Reconsidering the International Business Capstone: Capping, Bridging, or Both?” Journal of Teaching in International Business 21 (4): 329–345. doi: 10.1080/08975930.2010.526031
   Google Scholar
• TEQSA. 2011. “Developing a Framework for Teaching and Learning Standards in Australian Higher Education and the Role of TEQSA.” Accessed August 12, 2011. http://www.deewr.gov.au/HigherEducation/Policy/teqsa/Documents
   Google Scholar
• Udlis, K. 2008. “Preceptorship in Undergraduate Nursing Education: An Integrative Review.” Journal of Nursing Education 47 (1): 20–29. doi: 10.3928/01484834-20080101-09
   PubMed Web of Science ®Google Scholar
• de Vaus, D. 2002. Surveys in Social Research. 5th ed. Sydney: Allen & Unwin.
   Google Scholar
• Wells, I., S. Kift, and R. Field. 2008. “FYE2: Recognising Synergies between the First and Final Year Experiences in Legal Education.” Paper presented at the 11th Pacific Rim First Year in Higher Education Conference.
   Google Scholar
• Wood, L., and I. Solomonides. 2008. “Different Disciplines, Different Transitions.” Mathematics Education Research Journal 20 (2): 117–134. doi: 10.1007/BF03217481
   Google Scholar