Assessing the Business Capstone Course Through a Method Based on the SOTL and the Stakeholder Process

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

“…Technology is changing rapidly, making this a good time to examine current simulation tools and pertinent relationships, such as between simulations and self-efficacy (Proserpio & Gioia, 2007;Tompson & Dass, 2000). It has been found that simulations are the best option to provide experiential experiences in strategy courses (Kachra & Schnietz, 2008) and that students can learn and retain lessons for a long time even if they do not perform well in simulations (Adobor & Daneshfar, 2006;Kachra & Schnietz, 2008).…”

“…As technology advances and society changes, students' learning styles change and our teaching methods must change accordingly. A very popular suggestion in the literature for providing effective learning experiences to the virtual generation of learners is the use of simulations and games (Proserpio & Gioia, 2007;Salas, Wildman, & Piccolo, 2009). Simulations and games, which are used interchangeably in this research, have been used in diverse contexts and across various business-related disciplines to educate students on many topics (Faria & Wellington, 2004), with computer-based simulations available for 50 years (Faria & Dickinson, 1994;Summers, 2004).…”

An Attempt to Design a Business Capstone Course: A Personal Experience

“…Payne (1988) contends that knowledge of the characteristics and limitations of values and ethics-related measures allows business educators to make better selections of possible supplements to traditional instructional methods. While Payne et al (2002) raise the issue of stakeholders networking and its importance for the successful development and implementation of Capstone Courses.…”

“…Payne et al (2002) state that the business Capstone Course, (often known by different names such as Business Policy, Business Strategy and Policy, or Strategic Management in many business schools in the United States) usually involves integrative and strategic learning objectives for students. Whereas, Matos and Grasser (2006) opine that a Capstone Course illustrates the fusion of different (but interdependent) issues and techniques learned by students in their previous Courses.…”

Embedding Graduate Skills in Capstone Courses

“…Graduate skills include critical thinking, communication, information literacy, teamwork, use of technology, managing conflict, planning and decision making, personal and intellectual autonomy, and ethical, social and professional understanding (ABDC, 2008, pp. 13-14;Barrie, 2004;Crebert et al, 2004;Payne, Whitfield, & Flynn, 2002;Redmond, 1998;Rychen & Salganik, 2001). Some "skills" like creativity and intellectual curiosity (Bath et al, 2004) are less likely to appear in lists of desirable attributes than others.…”