Balancing instructional techniques and delivery formats in capstone business strategy courses

Abstract

Purpose – The purpose of this paper is to contend that collegiate programs should carefully plan their capstone courses in light of the educational mission, pedagogical content knowledge, instructional techniques and delivery formats. Design/methodology/approach – This is a concept paper with elements of theory building from the case of business strategy courses. After an overview of relevant research along with past and current practices, capstone course content projects and assignments are discussed in relation to delivery formats such as on-campus, hybrid partial online and full distance education. Findings – Faculty and academic departments choosing project assignments should seek to create an integrative learning experience for students using carefully balanced delivery methods and content. Each of the instructional methods and delivery systems have certain advantages, and the use of these techniques is not mutually exclusive, in that some faculty members may choose to teach course sections using multiple learning systems. Originality/value – As colleges and universities increase the range of instructional techniques and delivery formats, it is especially important to harmonize these methods with learning objectives for capstone learning experiences. Concepts for balanced integration and synthesis of topics are proposed for different instructional methods and delivery formats that can be applied in other disciplines. Using pedagogical content knowledge as a basis for improving teaching and learning is necessary to achieve balanced integration.

Authenticating the learning environment

“…For example, academic participants highlighted that the approach within the Business School "provides an opportunity to ground academic research", prepares "individuals for the world of work" by "consolidating the learning" and bringing "teaching to life" (tourism academic, industry experience). These approaches are reflective of the work of Weber and Englehart (2011) and Alstete and Beutell (2016) who argued that capstone projects, service learning projects, team teaching and integrative case studies allow educators to adopt activities which have real-world relevance.…”

“…Higher Education providers have a lot to gain from authentic learning through joint engagement with students, academics and employers. This would enable the development of a curriculum within a culture that acknowledges the importance of academic research, sustaining and underpinning opportunities of practical application and reflection (Alstete & Beutell, 2016).…”

In Strategy Simulations, Data Analysis Matters Most (More Than Number of Log Ins and More Than Time Spent Logged In)

“…Business schools routinely use simulation software in capstone classes to provide CEO-level experience and multi-functional experience of balancing resources (product design, marketing, assembly, labor, CSR, finance). In addition, capstone strategy simulations teach how to balance priorities of multiple stakeholders (consumers, shareholders, employees, communities) (Alstete & Beutell, 2016). In the real world and in simulations, stakeholders often have competing priorities that can be summarized as follows:…”

“…In addition to Zhang’s (2015) above Capsim login activity-based recommendation for more data studies about login activity, Alstete and Beutell (2016) also noted the need for more research about capstone pedagogy, noting that business schools’ Pedagogical Content Knowledge (PCK) (Brown, Arbaugh, Hrivnak, & Kenworth, 2013) needs monitoring. They stated, “It is our contention that all schools carefully examine their capstone courses in light of pedagogical content knowledge, instructional techniques, and delivery formats” (p. 173).…”

“…They stated, “It is our contention that all schools carefully examine their capstone courses in light of pedagogical content knowledge, instructional techniques, and delivery formats” (p. 173). Alstete and Beutell (2016) noted that “simulation-based learning has been identified as strongly in need of more well-planned classroom guidelines to ensure effective learning” (Salas, Wildman, & Piccolo, 2009, p. 179). This same concern (Pedagogical Content Knowledge) was further addressed by Kilburn and Kilburn (2012) and Wolfe (2016).…”