Business and Industry Project-Based Capstone Courses: A Reflection on the Performance of Student Teams

Abstract

This is the second of two articles in which the author shares experiences gained from the development and delivery of a business/industry project-based capstone course. The course integrates research, proposal development and design experience based on knowledge and skills acquired in earlier coursework. It also incorporates standards and realistic constraints and draws on combinations of all intended academic knowledge and skill outcomes. To succeed in this course, students must demonstrate professional competence through the accomplishment of work activities for business and industrial clients. They are required to collaborate as a team to apply their knowledge, think critically and complete activities. They face many of today's competitive challenges to industry, business and government. This second paper addresses the challenges and rewards of working in a team setting and the ways in which the capstone course structure contributes to students' enhanced learning. The first paper, also included in this issue of Industry and Higher Education, examines the processes of project selection and assessment.

Keywords

capstone projects industry projects learning outcomes student teams ABET Criterion 3 North Dakota State University

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