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Transition to Practitioner: Redesigning a Third Year course for Undergraduate Business students
Janis Bailey
Department of Industrial Relations, Griffith Business School, Griffith University, Nathan QLD
Damian Oliver
Department of Industrial Relations, Griffith Business School, Griffith University, Nathan QLD
Keith Townsend
Department of Management, Queensland University of Technology, Gardens Point campus, Brisbane QLD
Abstract
This paper reports the outcomes from a teaching and learning research project at Oz 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 learning, capstone course, pedagogy
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