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Transition to practitioner: Redesigning a third year course for undergraduate business students

Published online by Cambridge University Press:  02 February 2015

Janis Bailey ,
Damian Oliver  and
Keith Townsend
Janis Bailey
Affiliation:
Department of Industrial Relations, Griffith Business School, Griffith University, Nathan QLD, Australia
Damian Oliver
Affiliation:
Department of Industrial Relations, Griffith Business School, Griffith University, Nathan QLD, Australia
Keith Townsend
Affiliation:
Department of Management, Queensland University of Technology – Gardens Point campus, Brisbane QLD, Australia
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Abstract

This paper reports the outcomes from a teaching and learning research project at an Australian University centred on improving a third year course in industrial relations. The paper addresses the cognitive and affective outcomes of the course. Cognitively, students developed a greater understanding of the processes of industrial relations and their interconnectedness; however, research and academic skills were identified as in need of further improvement. Affectively, students responded to the challenges of the course, increasing their confidence and self-efficacy and being better prepared for the transition from student to practitioner. While the course in question was a final year ‘capstone’ course, the findings are applicable to all who are interested in designing, or redesigning, any business course that attempts to integrate theory and practice.

Keywords

teaching and learningcapstone coursepedagogy
Type
Research Article
Information
Journal of Management & Organization , Volume 13 , Issue 1 , March 2007 , pp. 65 - 80
Copyright
Copyright © Cambridge University Press and Australian and New Zealand Academy of Management 2007

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