IDEAS home Printed from https://ideas.repec.org/a/cup/jomorg/v13y2007i01p65-80_00.html
   My bibliography  Save this article

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

Author

Listed:
  • Bailey, Janis
  • Oliver, Damian
  • Townsend, Keith

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.

Suggested Citation

  • Bailey, Janis & Oliver, Damian & Townsend, Keith, 2007. "Transition to practitioner: Redesigning a third year course for undergraduate business students," Journal of Management & Organization, Cambridge University Press, vol. 13(1), pages 65-80, March.
    • Handle: RePEc:cup:jomorg:v:13:y:2007:i:01:p:65-80_00
    as

    Download full text from publisher

    File URL: https://www.cambridge.org/core/product/identifier/S1833367200003916/type/journal_article
    File Function: link to article abstract page
    Download Restriction: no
    ---><---

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Stanley, Trevor & Marsden, Stephen, 2013. "Accountancy capstone: Enhancing integration and professional identity," Journal of Accounting Education, Elsevier, vol. 31(4), pages 363-382.

    More about this item

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:cup:jomorg:v:13:y:2007:i:01:p:65-80_00. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Kirk Stebbing (email available below). General contact details of provider: https://www.cambridge.org/jmo .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.