Capstone Business Course Assessment: Exploring Student Readiness Perspectives

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

“…Hamilton, McFarland, and Mirchandani (2000) noted that the capstone course is where the interdisciplinary nature of business can be introduced into specific accounting degrees. Capstones also challenge students to make connections with the material from previous courses and those in which they are concurrently enrolled (Lederman, 2010;Payne, Flynn, & Whitfield, 2008). Connections to the body of knowledge and skill sets can be refined and used in the capstone (Payne et al).…”

The relationship between business simulations in capstone management courses and standardized test scores

“…Drawing on theories of experiential learning and self-efficacy, we suggest that the experiential learning that takes place during simulations is more effective than other methods at increasing self-efficacy. Since this occurs in the context of the capstone course, which should involve integrating prior knowledge from a range of courses (Payne, Flynn, & Whitfield, 2008;Payne, Whitfield, & Flynn, 2002), we further posit that improved learning in the capstone course will lead to better performance on a standardized assessment measuring general subject knowledge.…”

Using energy audits and climate action planning as a community-based environmental studies capstone experience at Bowdoin College

“…The outcome of this project also led to additional spin-off independent study projects by other students, one of whom was able to develop a plan for the town of Topsham to offer inexpensive loans for home weatherization. Finally, the capstone course allowed me to informally gauge the success of Bowdoin's ES Program in terms of preparing students for advanced, community-based experiences (Catchings 2004;Payne et al 2008).…”