An analysis of the implementation and continuity of WBL delivery evident in Capstone Projects in a private business college in the UK

Abstract

Purpose An analysis is conducted on the implementation of Capstone Projects (CAPP) at a private business college in the UK as part of their work-based learning (WBL) strategy. CAPP are introduced for the first time in this college in the Autumn semester of 2017. The purpose of this paper is to study the continuity and impact of WBL through the CAPP. Design/methodology/approach Comparative data of student experience were collected and analysed from online polls throughout the Autumn and following Summer semester webinar lectures and a content analysis of formative assessment work included in the final submissions. Findings Data indicated that recommended changes after the Autumn semester were only partially successful by the Summer semester and that the continuity of the key pedagogical strategies identified in the Autumn semester were still noticed and mentioned (implicitly and explicitly) in the following Summer semester. Data indicated that the CAPP was a rewarding challenge, that the process of using a webinar was an appreciated and effective process overall and that good supervision made a significant impact on the success of the process. Research limitations/implications The implication of the research is that it indicates student experience from the application of WBL in the CAPP process. Practical implications Key future recommendations addressing improvements were mainly focussed upon the programme administration. Originality/value The work adds to a minimal amount of research on WBL within CAPP in the UK and adds to the knowledge within the field of WBL.