Reflective practice in a capstone business internship subject

Abstract

Purpose -Capstone subjects which link students approaching graduation with significant experiential learning and relevant industry placements, have the potential to be very valuable to students. This is particularly evident if they are able to critically reflect on the experience. In light of this, the School of Business at the University of Notre Dame Australia, Fremantle campus, sought to embed reflective practice and reflective writing within its Business Internship (capstone) subject. This paper aims to discuss this. Design/methodology/approach -The paper presents a case study approach. Findings -Significant challenges emerged in relation to the student learning experience. Some students did not perceive the value of an internship, or of engaging in a professionally reflective process. Business students' differing academic literacy standards became apparent, as did the diverse experiences of international students. It became evident that students required explicit teaching and more thorough training to understand the value of reflection and to write reflectively where required. Subsequently, reflective writing workshops were trialled and embedded in the subject. Reflective practice enabled students to move to a deeper level of understanding, rather than submitting a superficial retelling of their internship experience. Originality/value -The value of reflective writing is widely recognised in many disciplines, although its application in Business capstone subjects is relatively new. This merits further scholarship, particularly as capstone subjects are increasingly being used to demonstrate assurance of learning for accrediting agencies in Australia.

Effects of the decline in social capital on college graduates’ soft skills

“…The reason given by some critics of colleges – such as companies that are disappointed in the graduates they have recruited, students who feel their career expectations have not been realized and some academic researchers – is that colleges are solely responsible for students not learning soft skills (Kolb, 2015; Tekarslan and Erden, 2014). Despite Tekarslan and Erden’s assertion that colleges are not adapting to their stakeholders’ needs (Majid et al, 2012; Tekarslan and Erden, 2014), some colleges are trying to meet this challenge by supplementing academic rigour with the teaching of soft skills (Colby et al, 2011; Datar et al, 2010; Lang and McNaught, 2013). Case studies, group projects, reflection, extracurricular activities and internships are being implemented to assist college students in building the skill sets presumed to be deficient by critics (Berggren and Soderlund, 2011; Lang and McNaught, 2013).…”

“…Despite Tekarslan and Erden’s assertion that colleges are not adapting to their stakeholders’ needs (Majid et al, 2012; Tekarslan and Erden, 2014), some colleges are trying to meet this challenge by supplementing academic rigour with the teaching of soft skills (Colby et al, 2011; Datar et al, 2010; Lang and McNaught, 2013). Case studies, group projects, reflection, extracurricular activities and internships are being implemented to assist college students in building the skill sets presumed to be deficient by critics (Berggren and Soderlund, 2011; Lang and McNaught, 2013). The School of Business at the University of Notre Dame in Indiana has incorporated capstone projects to expose students to experiential learning and add critical reflection to an internship (Lang and McNaught, 2013).…”

Out-of-classroom experiences: a survey of students’ perceptions of the learning process during internships

“…The value of business students completing internships was the focus of the study by Lang & McNaught (2013). In this study the students indicated that their internship was the most useful part of their studies with many feeling that they had developed professionally and had increased their preparation for entering the graduate employment market.…”

“…• The opportunities for soft skill development (Andrews & Higson, 2008;Grubb & Lazerson, 2005;Lang & McNaught, 2013;Kosnik et al 2013).…”

“…• Preparation for employment or career aspirations (Hergert, 2009, Lang & McNaught, 2013Kosnik et al 2013).…”