Bringing industry into an undergraduate agribusiness course

The Accounting Undergraduate Capstone: Promoting Synthesis, Reflection, Transition, and Competencies

“…Although there may be some variety as to how a capstone is presented (i.e., research course, internship, service learning, experiential project, or personal reflection; see Brooks et al, 2004) or when it is taught (over the last year or last semester), capstones in accounting should involve members of the profession. Involving the profession has major benefits (see Brooks et al;Catalano, 2004;Damron, 2003;Dunlop, 2005;Fulton, 1998;Parberry et al, 2005;Stansfield, 2005) and when the capstone is structured correctly can give accounting students the necessary competencies for beginning their career.…”

“…For example, in computer science and programming-related undergraduate majors, capstones commonly incorporate employer expectations and demands from the profession (Parberry, Roden, & Kazemzadeh, 2005;Stansfield, 2005). Fulton (1998) noted that agribusiness capstones consider the needs of industry and the profession. Dunlop (2005) stated that new entrants to a profession must be ready for changes in that profession and can be prepared to cope with change through the capstone, whereas Catalano (2004) reported that students need to be prepared for the ethical and technical demands of their profession.…”