Balancing instructional techniques and delivery formats in capstone business strategy courses. Issue 2 (4th April 2016)

• Record Type: Journal Article
• Authors: Alstete, Jeffrey W.; Beutell, Nicholas J.
• Is Part Of: Quality assurance in education. Volume 24:Issue 2(2016)
• Page Start: 173
• Page End: 193
• Publication Date: 2016-04-04
• Subjects: Distance education -- Strategic management -- Case method -- Action learning -- Simulation game -- Capstone course -- Consultancy project -- Hybrid delivery; Education -- Standards -- Periodicals; 370
• DOI: 10.1108/QAE-04-2014-0016
• Languages: English
• ISSNs: 0968-4883

Abstract

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.