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Accountancy capstone: Enhancing integration and professional identity

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  • Stanley, Trevor
  • Marsden, Stephen

Abstract

Capstone units are generally seen to have three main aims: integrating the program, reflecting on prior learning, and transitioning into the workplace. However, research indicates that most programs do not achieve outcomes in all three areas with Henscheid (2000) revealing that integration is the major goal of many capstone programs. As well, in the accounting education literature there has been little empirical evidence relating to the effectiveness of student learning as a result of implementing a capstone unit.

Suggested Citation

  • Stanley, Trevor & Marsden, Stephen, 2013. "Accountancy capstone: Enhancing integration and professional identity," Journal of Accounting Education, Elsevier, vol. 31(4), pages 363-382.
    • Handle: RePEc:eee:joaced:v:31:y:2013:i:4:p:363-382
    DOI: 10.1016/j.jaccedu.2013.08.002
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    References listed on IDEAS

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    1. Hamilton, Susan E., 2013. "Exploring professional identity: The perceptions of chartered accountant students," The British Accounting Review, Elsevier, vol. 45(1), pages 37-49.
    2. Stanley, Trevor & Marsden, Stephen, 2012. "Problem-based learning: Does accounting education need it?," Journal of Accounting Education, Elsevier, vol. 30(3), pages 267-289.
    3. 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.
    4. anonymous, 2007. "Supporting foreclosure prevention in the Twelfth District," Annual Report, Federal Reserve Bank of San Francisco, pages 18-21.
    5. Xinmiao Li & Pengzhu Zhang & Luning Xie & Ruyi Ge, 2007. "A System To Support Team Creation," International Journal of Information Technology & Decision Making (IJITDM), World Scientific Publishing Co. Pte. Ltd., vol. 6(03), pages 523-539.
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    Cited by:

    1. Bonnie Amelia Dean & Stephanie Perkiss & Milica Simic Misic & Karina Luzia, 2020. "Transforming accounting curricula to enhance integrative learning," Accounting and Finance, Accounting and Finance Association of Australia and New Zealand, vol. 60(3), pages 2301-2338, September.
    2. Mesa, William B., 2019. "Accounting students’ learning processes in analytics: A sensemaking perspective," Journal of Accounting Education, Elsevier, vol. 48(C), pages 50-68.
    3. Apostolou, Barbara & Dorminey, Jack W. & Hassell, John M. & Rebele, James E., 2015. "Accounting education literature review (2013–2014)," Journal of Accounting Education, Elsevier, vol. 33(2), pages 69-127.

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