Revising the experiential learning component of the business capstone course at Delaware Technical Community College's George campus
Date
2017
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Publisher
University of Delaware
Abstract
This Executive Position Paper examines the experiential learning component of the business capstone course at Delaware Technical Community College’s George campus in Wilmington, Delaware. As a statewide institution of higher education, Delaware Tech offers associate of applied science degrees in practical, skills-based majors, including a number of career-oriented degrees in the field of business. In an effort to assist graduates with building career development skills, a capstone course with an outside-the-classroom learning experience in the form of a job shadow, field experience, or internship is required. ☐ The purpose of this study is to assess the satisfaction with the experiential learning component of the business capstone course, and to make recommendations to improve the learning experience for business graduates consistent with National Business Education Association (NBEA) Career Development Standards and best practices in the areas of workplace education and marketability. ☐ The key questions of this study are:
1. Is the experiential learning component of Delaware Tech’s capstone course considered beneficial by business students, graduates, faculty, and host organizations?
2. How beneficial is the experiential learning component of the course in terms of meeting Standards III and IV and best practices in these areas of career development?
3. What changes, if any, should be made to Delaware Tech’s instruction of these units to meet the NBEA Standards and best practices? ☐ A review of the literature indicated that students benefit from participating in an outside-the-classroom experience. Benefits include a smoother transition from education to employment, enhanced awareness of professional behaviors in the workplace, and better job placement. The literature also noted suggestions for improvement, including more planning prior to the learning experience, adequate instructor involvement, more time spent on the experience and more meaningful tasks during the experience. ☐ The research methods used in the study included an examination of student artifacts, graduate surveys and interviews, and course instructor and mentor interviews. This approach provided an opportunity to learn about the value of the experience from the perspectives of students, faculty, and host organizations. ☐ The results of the study indicated that the learning experience is a valuable addition to the business capstone course, and should remain in the curriculum. However, to be consistent with NBEA Career Development Standards as well as best practices, the following improvements should be made:
• Enforce an eight-hour minimum for time spent in the learning experience.
• Increase instructor/mentor interaction prior to the experience.
• Improve student/mentor networking to enhance graduate marketability
outcomes. ☐ By implementing strategies to make the improvements noted above, the value
of the experiential learning component of the business capstone course will be enhanced. The resulting impact on graduates as they transition from school to careers will improve, with positive results in the areas of career development and marketability, leading to increased satisfaction with the learning experience for graduates, instructors, and host organizations.
Description
Keywords
Education, Business, Capstone course, Experiential learning, Internship, Job shadow