Abstract
This essay describes the creation and evaluation of a Capstone Project for an MBA operations administration course at a Pacific Northwest College of Business with AACSB accreditation. The capstone project aimed to enhance professional preparation by incorporating two essential constructs: authentic learning and student choice. To evaluate the effectiveness of the proposed artifact, called The Process Improvement Capstone Project, we conducted a survey of 20 graduate business students. The survey comprised six open-ended questions, seeking students' opinions on the project, their experience working with real-world clients, and their preparedness for the workforce. We analyzed the survey responses by mining the text and constructing a co-occurrence network, identifying potential relationships between terms used by students and the primary instructional design constructs. The study's findings highlight the importance of correspondence in designing authentic projects that incorporate industry partners into MBA classes, and the paper discusses the implications of the research.
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References
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