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Abstract

This article sheds light on contemporary realities in the design and delivery of final year projects in business degrees. To do so, this article employs an autoethnographic approach to explain the trajectory of conventional to contemporary evolution in the delivery of the teaching and learning in a final year project unit in an undergraduate business degree. In doing so, it presents a new integration of pedagogy—i.e., the LABS pedagogy—that allows replication of a future-ready curriculum for capstone final year project units in business degrees. It is hoped that this article will inspire greater reexamination of university teaching and learning to maintain its currency in preparing learners for their future careers.

Keywords

business education business schools the LABS pedagogy personal narratives

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Reconsidering Capstones in Business Education

Abstract

Keywords

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References