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Reflections on the Final Year Learning Experience –Designing a Capstone Experience
Keith Thomas
Kin Chi Wong
Yi Ching Li
Ching Yan Hung

	
  

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Abstract
Cross-sector educational reform to be implemented in 2012 in Hong Kong (HK) is intended
principally to prepare students for the future workplace. One of the explicit requirements for the
new four-year undergraduate curriculum is the inclusion of a capstone course for final year
students. This paper explores the uptake and reported effect of the capstone- liked final year
project using participating students’ experience (voice) in existing undergraduate study
programmes in the Chinese University of Hong Kong (CUHK). Semi-structured interviews
were used to collect student feedback; findings revealed considerations in terms of the core
design elements highlighted in literature. The paper highlights students’ lack of readiness to
successful transition into the workplace, linked to the current academic focus of projects. A
framework that includes learning activities preferred by students is proposed for the final year
learning experience. Findings from this study will be useful for curriculum development andevaluation of the final-year curriculum.
Keywords: cross-sector educational reform, future workplace, capstone course

	
  

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Introduction
Hong Kong’s 3+3+4 education reform that introduced cross-sectorchanges to both thesecondary and undergraduate (Ug) systems, has several important goals. These include
increased exposure to non-academic learning experiences; expanding whole person capacity;
supporting a close linkage to workplace; increasing students’ adaptability given rapid changes
in society; and preparing students for a knowledge-based society (Education Commission,2000). This reform, commenced in 2009 at the secondary school level, will extend in 2012 into
the tertiary sector with universities introducing a normative 4-year undergraduate curriculum.
One of the explicit requirements for this new curriculum is the inclusion of a capstone course
for final year students. These dramatic changes in an academic structure require a careful lookat the current curriculum, especially on students’ final year, when students can expect to leave arelatively safe and comfortable environment and move into the workplace. In this newenvironment, as The Higher Education Academy (2006) noted in relation to learning andemployability, performance in disciplinary subjects is not a crucial factor, rather it is capacity
and achievement in a range of soft skills (such as interpersonal skills, communication skills, andpresentation skills etc.) that will most impress potential employers.

This paper reviews the final year project (FYP), the de-facto capstone- type course in a local
Hong Kong university. The aim, using the students’ voice, is to understand if the FYP
implemented as a capstone in the new curriculum will support the development of desired
attributes necessary to support graduate employability. Consistent with an outcome-based
approach to education, the focus should be on authentic learning opportunities in the final year
in order that students may exercise and enhance their soft skills before stepping into future
careers. In other words, higher education institutions should not simply produce disciplinebased outstanding graduates, but a multi-faceted graduate able to meet the needs of the society.

	
  

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Education reform in HK
According to the Reform proposals for the Education System in Hong Kong (Education
Commission, 2000), Hong Kong education reform started in late 1990s with the goal ofpromoting lifelong learning and all-round student development. Consistent with, a public
consultation process it was initiated to determine the objectives for education in the 21stCentury for Hong Kong. The results showed that higher education should facilitate students’learning, develop their abilities in effective communication and expand their capacity forcreativity and sense of commitment to their communities. Moreover, in any fast-changing
society, the requirement of multi-faceted talents was favored over specialized talents.
Reflecting these concerns, a report by University Grants Committee (UGC) a nongovernmental body that advises the Government of Hong Kong on the development andfunding needs of higher education institutions (HEI), noted institutions should provide students
with interdisciplinary learning experiences that can equip them with an expanded scope ofknowledge and foresight for a globalised society (UGC, 2010). The subsequent comprehensive
cross-sector educational reform process initiated in 2009 in secondary schools and extending in2012 to the Ug sector echoes these broad objectives for higher education.

New Ug curriculum and the capstone course
The Chinese University of Hong Kong (CUHK), where this study is situated, is one of thepremier research-intensive institutions in Asia. As advocated by the UGC, an outcomes based
approach has been integrated into the design of the new curriculum. Another feature of the new
curriculum is a common Faculty Package for first-year students, with core components of thecurriculum strengthened by the inclusion of General Education, languages, information
technology and physical education units. Another feature of the four-year curriculum,
consistent also with the objectives of the education reform, is the systematic inclusion of a

	
  

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capstone course as the culmination of the undergraduate experience (CUHK, 2011). Different
capstone experiences are being designed to suit the nature of each discipline, however, as the
new four- year curriculum states, the capstone course targets the synthesis of subject
knowledge, as well as independent enquiry (e.g. research) or execution (e.g. creative design inFine Arts or Architecture, engineering design, fieldwork or internship both involving reflectionand evaluation) (CUHK, 2011).

As the University has noted, previous experience and pilot courses with Final Year
Projects have demonstrated benefit in terms of the development of student capabilities. At
present, CUHK has eight faculties offering 62 undergraduate programmes; of these sometwenty- four programmes have a compulsory FYP as a graduation requirement and thirty-eightprogrammes offer a FYP in the form of an elective. As a note of caution, however, it is worth
noting that the majority of FYPs are operated as academic research.

The Capstone Experience. In general a capstone course is intended to integrate a body ofrelatively fragmented knowledge into a unified whole (Atchison, 1993; Durel, 1993). This
integrating activity, allows students the opportunity to look back or reflect over theirundergraduate curriculum in an effort to make sense of that experience. It should also allow
students to look forward in order to transition into working life by building on that experience(Durel, 1993; Henscheid, 2008).

The issue of looking forward is crucial given the realization in the 1970s and 1980s of a
gap between academic study and the real world (workplace). As a consequence, someuniversities moved to develop a course that could bridge this gap (Schroetter & Wendler, 2008).
The resultant course(s) evolved into what is referred to today as a capstone course and that

	
  

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some describe as the “crowning achievement” in an undergraduate programme (Atchison, 1993,
cited in Schroetter & Wendler, 2008). The National Survey of Senior Seminars and Capstone, a
study in the United States, recorded the importance, even critical nature of this course(Chickering and Schlossberg, 1998; Henscheid & Barnicoat, 2001). As this study also noted, it
is often difficult for students to leave their comfort zones and move into a new environment,
and educators need to make an effort to help students move on after graduation.

Chickering and Schlossberg (1998) reported three issues for educators assisting students tosuccessful transition: first, make a career connection, second, help them identify their new roles
after university; and third, create a life-long perspective. Educators should treat this facilitativerole as equally important as helping student transition into university as freshmen. Progressive
design features of a transition-focused capstone include a foundation component, needed toprovide student basic knowledge and skills. These foundations are provided by the formative
courses students complete in the first three years of university study. A second component iswhat can be termed as a pre-capstone component completed towards the end of year 3 and the
beginning of year 4, the capstone year. This component is intended to help student learn
advanced research techniques and like skills in preparation for their final year study. The final
component is the actual capstone course, that some also describe as an ‘experience’ inrecognition that the capstone objectives are likely to be satisfied better by a composite range ofactivities (Hauhart & Grahe, 2010). Reflecting upon the diverse needs of the student body andthe transition needs, as one institution (Copenhaver, 2011) has determined, the capstone
experience is made up of a varied set of options so that students are able to choose theirpersonal capstone experience according to their abilities and future needs.

	
  

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Design Characteristics. Literature identifies two broad types of capstone, a developmental
capstone and an assessment capstone. In this paper, the focus of the capstone course isdevelopmental, because this form of capstone tends to be the common approach in higher
education. Reflecting on this focus, there are four broad design characteristic of a capstone
activity or course. These are:•

To encourage integration and synthesis of previously acquired knowledge and skills(Bailey, Oliver & Townsend, 2007; Cuseo, 1998; Jervis & Hartley, 2005). Other researchers
state the integrative focus as students being given a chance to make connections between course
content, acquired skills and application in a wider context (Holdworth, Watty & Davies, 2009;
Huber & Hutchings, 2004; Rowles, Koch, Hundley, & Hamilton, 2004).
•

To facilitate some form of transition, such as from university to professional/working

life (Bailey et al., 2007; Cuseo, 1998; Henscheid, 2000; Schroetter & Wendler, 2008; Wood,2007). This characteristic includes the encouragement of useful connections between study
majors and work experiences, such as those acquired via internships and exchanges; anawareness of personal development necessary to transition from undergraduate to post
university life; and preparation for career or postgraduate education through professional
development (Henscheid, 2000; Jervis & Hartley, 2005). Importantly, as Rosenberry & Vicker(2006) noted, when capstone activities address career issues, students are reported to have abetter understanding of the relevance of what they have learnt and how it can be applied.
•

To assist students to reflect on and demonstrate on what they have learnt over theirundergraduate studies (Holdsworth et al., 2009; Kerka, 2001). Reflective practice is afundamental skill of life-long learners and being able to reflect on one’s performance can also
help achieve higher goals. Hence, reflection is a vital component of the capstone experience(Kift, Field & Wells, 2008) that involves both course content in their academic major and moregenerally across courses, as well as an inner, personal reflection by students on their aims,

	
  

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personal strengths and future plans (Brooks, Benton- Kupper & Slayton, 2004; Henscheid,
2008).
•

Finally, being placed in the final year of an undergraduate degree, a capstone activity

represents a culminating experience (Holdsworth et al., 2009) that arguably offers students achance for closure (Rowles et al, 2004; Schrotter & Wendler, 2008; Schubert, 2009). This is thelast opportunity to ensure students graduate with the knowledge, skills and attitudes they needto meet the growing demands of professional practice (Rowles et al., 2004). The process ofclosure, which includes recognition of accomplishments, pulls together all the ideas presented
in different units and helps construct some sorts of integrated, meaningful whole experience(Heinemann, 1997).
Figure 1 below illustrates a developmental capstone designed to support generic skills and highlevel thinking applicable in the workplace. The central learning outcome of this course
therefore is encapsulated by graduate competence. The focus for students is not about acquiring
new knowledge, but about integrating, reflecting and extending knowledge that has alreadybeen acquired (Bailey et al, 2007; Cuseo, 1998).

Fig. 1 A conceptual illustration of a developmental capstone

	
  

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Methodology
The final year project (FYP), a de-facto capstone in the current three-year curriculum was
examined in order to understand the difference, if any, between current practice and the ideal
capstone design experience. The FYP is significant to a student’s final year because, for somedisciplines, it was a compulsory course and students were expected to devote most of their time
to complete this project as it is regarded as an important milestone in their undergraduate
studies.

This investigation adopted a qualitative approach, because it provides a rich pathway to collectinsights and practices through interviews and personal conversations (Brewerton & Millward,
2006; Heppner & Heppner, 2004). As suggested by Brewerton and Millward (2006), aqualitative approach using semi-structured interviews allowed interviewees to offer their own
experiences in a fluid and unrestricted manner, still within the context of the target researcharea. The research framework proposed for this study is based on the earlier defined four design
characteristics for a capstone experience, and a survey done with 300+ graduates.
Eighteen students from thirteen programmes across the Science, Engineering and Humanities
disciplines participated in interviews on a voluntary basis. During the interview, students wereasked if the FYP helped them in developing their future and whether the FYP completed met
the four capstone characteristics evidenced in literature. Participants were also encouraged to
articulate their expectations and opinions on a capstone experience. Interviews were recorded
and then analyzed using thematic analysis, with significant comments and expectations among
students sorted by supporting argument.

	
  

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Reported findings
Relative importance of the design characteristics
Based on accumulated responses, all participants agreed that the four characteristics are
essential to the final year of study. However, among the four characteristics, transition received
most attention. Students said it is important to help them understand the workplaceenvironment, provide chances to put theories into practice, and better determine a career path.
At the final stage of undergraduate life, students suggested that knowing specific workplacerequirements and preparing to face unexpected real life challenges were the important reasonsfor a “transition” component in the final year. Students also acknowledged knowing the realworld practice as necessary in order for a smooth transition. For example, a Science student,
who spends 16 hours a day in the library to study, expected he would face many problems in
effective communication when he applies for jobs. According to him, if he had been given achance to know the workplace environment and the relationship between Science and theoutside world, then this would have been most helpful to his future employment.

Another factor highlighted by students as supporting better transition, was the chance to executeand apply what they have learnt in class in their final year. Application of integrated knowledge
serves as an experience for students to evaluate their performance and abilities to manage
hands-on tasks. As several students mentioned:-‘[the opportunity to] use acquired theories to apply into the real world, after suchpractical use of theories, I will never forget these theories, because they transformed into myexperience’ (Humanities student).
-‘Something you may only have came across in one course, then forget, but by doing

FYP you recall your memory and apply it.’ ‘Because you can apply what you have learnt [in

	
  

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final year] and after graduation, you can perform better transition to the real world, you won’t
get lost after graduation’ (Science student).

It is clear that application of knowledge is important to students and for this reason, authentic
assessment is also a crucial element of the study experience. Authentic assessment involves
worthy intellectual challenges, presented as an array of tasks that are likely to be encountered in
the workplace (problem identification, research, analysis, problem resolution and presentation)
which requires full application of acquired knowledge in realistic settings. To illustrate, awritten test, for example, is not a useful basis to infer driving ability. An authentic test would
include some demonstration of ability, as well as an opportunity to improve performance. In all,students endorsed the importance of a final year learning experience based on the four design
characteristics, with a particular emphasis on transition. However it is problematic to discoverwhether students found their FYP experience actually satisfied by these four characteristics.
Evaluation of the FYP
Table 1: Summary of student voice by development theme
Integrati
on (+ve)

Integration(-ve)

Transiti
on
(+ve)

	
  

1.Curriculum design
My discipline emphasizes fieldwork a lot in any course-based projects àcanintegrate the skills of fieldwork methodology.
Have to use previous knowledge in order to produce something new à canalso apply what I have learnt in my minor
FYP reminds me of what I have learnt in year 1 àapply them in the project.
FYP cannot integrate previous knowledge.
Many necessary materials are new
FYP topic is not related to year 1 & 2 courses.
New theories àfeel like taking an extra course rather than consolidating
previous knowledge
2. Focus of the FYP
Cannot prepare me for workplace, but postgraduate study Compulsory
placement demonstrates my competence

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Transition (- ve)

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Not useful ànot planning to stay in the academic world.
Wonder how an academic thesis is considered to be helpful in a business world.
FYP no use for job applicationàjust a 6-credit course
Research type FYP cannot help job application
Cannot support my transition to workplace, it is too concentrated àcannot
learn anything from other fields.
Won’t stay in the same field àFYP is unhelpful

Reflection andClosure(+ve)

3. The graduate capabilities
Know how to conduct a study effectively and efficiently. Learnt different
theories and became more capable.
Presentation skills become better because of there are chances to practicethroughout the FYP.

Of the four design characteristics identified in literature, two characteristics, reflection
and closure, were reported as being commonly evident in the FYP. However, integration andtransition were not commonly reported. Examining the student feedback, themes related tointegration are categorized under curriculum design, while comments related to transition
aspects are categorized in terms of the focus of capstone. Comments linked to reflection andclosure is grouped within the broad theme of developing graduate capabilities. The following
discussion on student voice is in terms of these three categories (Table 1 is a summary of key
points noted by participants).

Curriculum design. Curriculum design is crucial to a successful implementation of a capstone
experience. The study before the final year, i.e. the foundation and pre-capstone, is also criticalfor preparing the student to reflect and integrate during their final year study. According to thestudent voice, there are both positive and negative feedback on the FYP. Most positive
feedback was gained from the closure and reflection aspects. Student reported that they could
reflect on their performance in soft-skills and personal goals through FYP.
-	  ‘I know how to conduct a study effectively and efficiently’ (Humanities student).

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A science student said because her FYP is to create a new product, so she needed to use her
previous knowledge to serve as the base of reference:-‘I have to use previous knowledge in my FYP, in order to produce something new [anewflavor candy]. I can also apply what I have learnt in my minor [marketing studies], as I
have to conduct marketing research for my new product’ (Student from Science).
-‘FYP reminds me of what I have learnt in year 1, for example some formula, and I

manage to apply them in the project’ (Student from Engineering).
However, this experience was not a common one among other students. More commonly,
students reported that only a limited amount of knowledge was useful to their FYP. Thesestudents, therefore, thought that the FYP did not help them to integrate what they have learnt intheir University life.
-‘This topic is from a year 3 course [final year course], not quite related to year 1 & 2

courses’ (Science student).
-‘I don’t’ think FYP can integrate previous knowledge, in these 3 years, only one course

talks about cultural conservation. Many necessary materials are not being mentioned inprevious years; they are new to me and I have to find them by myself’ (Humanities student).
-‘Many of them are new theories; it seems like taking an extra course rather thanconsolidating previous knowledge’ (Engineering student).
Notwithstanding the fact that students in the FYP could not consolidate what was otherwise
informative knowledge, students found that research skills learned in previous years were
essential to their FYP. As one humanities student noted:-‘My discipline emphasizes fieldwork a lot in course-based projects, so in my FYP, I can

integrate the skills of fieldwork methodology.’
Based on this feedback, it is reasonable to infer that curriculum design and learning activity areimportant when implementing a capstone. To illustrate, without an adequate foundation a

	
  

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capstone experience would become meaningless. Similarly, without authentic assessment, acourse or project would not help consolidate desired capabilities and confirm the ability tosuccessfully apply acquired knowledge in realistic settings, as well as afford some opportunity
to improve performance.

Focus of the FYP. The focus of the FYP affects the reported learning outcomes of students.
Based on student feedback, the current approach to FYPs appears to be academic in –focus andas such students found the experience unable to cater to their needs and abilities. Conversely,
students who were interested in postgraduate studies reported the FYP as most beneficial totheir transition.
-‘I have learnt different theories, more algorithms and [am] more capable of doing[computer] programming’ (Science student).
-‘[the] FYP cannot prepare me for [the] workplace, but it prepares me for postgraduate

study. For example, I know how to do research and [have] discover[ed] that being a MPhil
student is to do research consistently, then write a thesis’ (Science student).
These students stated that the FYP helped them understand the process of academic study. In
this case, the FYP gave final year students a sense of closure and offered them a chance toreflect on what they have learned during their university life. When asked about whether the
FYP helped them integrate previous knowledge and skills, most students mentioned integrationin terms of research skills, but not the consolidation of knowledge and skills. One issue withintegration was that students noted the courses offered in the previous years were too diverse.
Another issue was, given that the FYP was focused on academic research and so narrowed
down to a specific topic, the approach allowed very limited inferences from previous studies.
The sum effect is that the focus of the FYP is academic research and as a result viewed asoffering limited opportunity for programme-level knowledge integration. Moreover, with this

	
  

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academic focus, the FYP also offers little opportunity for the development of soft skills, such as
independent problem solving, self-management, communication and teamwork. These andother workplace capabilities, including technological awareness and initiative and enterprise areimportant graduate capabilities (Kember & Leung, 2005). However, while students questioned
the usefulness of an academic paper and a research-focus in a competitive business world, notsurprisingly given its academic-focus, the FYP was seen as useful for transition into graduate
school and postgraduate studies, but not as a transition into the workforce. Some representative
comments on the utility of the FYP in terms of student’s expectation in the final year study
include:-‘After doing this FYP, I realize I don’t want to stay in the academic field’ (Humanitiesstudent).
-‘I wonder how an academic thesis is considered to be helpful in a businessworld’(Humanities student).
-‘FYP is not useful to me, because I am not staying in the academic world’ (Humanitiesstudent).
-‘My FYP cannot support my transition to workplace, it is too concentrated and I cannot

learn anything from other fields.’ (Science student)-‘FYP is unhelpful in my transition, because I think I probably won’t stay in the same

field anymore’ (Engineering student).
Highlighting the limited practical utility of their FYP, students reported their experience as
supporting successful job application, but not workplace transition. As one student noted:-‘I expect my degree is to be used for job application, but my research type FYP cannot

assist transition [into the workplace]. If my FYP was to develop a software application [forsmart phone], I think it would help my transition’ (Engineering student).

	
  

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Although the majority of students viewed their FYP as unsuitable in terms of transition
characteristics, some students acknowledged a transition component to their FYP because it is
not purely academic research work.
-‘The compulsory placement at a primary school [allowed me the opportunity to]demonstrate my competence as a social worker’ (Humanities student).
The above findings reveal a tendency for a rigid approach to the FYP; the issue calls for better
curriculum design where the experience supports students’ workplace-based competence. The
responses also provide support for the design approach by UCLA that allows for varied study
options, based on capabilities and interests – a student-oriented capstone activity.

Developing graduate capabilities. The core objective of a capstone activity is in essence toequip students with graduate capabilities suitable for their future development. Reflecting on
the broad impact of the four design characteristics, students commonly reported presentation
skills as having improved because presentation is a compulsory aspects of most FYPs.
-‘I think my presentation skills [have] become better because there are some chances topractice throughout the FYP’ (Engineering student).
-‘You won’t write on your job application form claiming that you have completed a FYP,

unless the organization you are applying for is also concerned about your FYP topic, if not
FYP is just a 6-credit course without further implication’ (Humanities student).
While students reported their presentation skills were improved as a result of the compulsory
assessment requirement, in general students doubted the significance of completing the FYP asa way to demonstrate their abilities to the prospective employers. One aspect that appears lessappreciated is the development of written communications; perhaps a capability that does notappear as immediately relevant, but this is still a key graduate capability (Kember & Leung,2005). Overall, Table 1 is a summary of developmental themes as raised by student voice. As

	
  

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the table shows, integration and transition are reported variable, depending on the focus of theFYP, academic or workplace transition. There is in contrast a general appreciation of thedevelopment of graduate capabilities, most notably presentation skills and the capacity to
conduct an investigative study.

Summary of analysis
The findings suggest that the current approach to the FYP appears to address two design
characteristics, closure and reflection, quite adequately. However, the FYP does not appear toaddress integration and transition. Based on the data, all final year students identify the fourcharacteristics as necessary in a capstone experience, but all students emphasized transition as
most important. In contrast to the emphasis on transition, the overt focus of the FYP is notacademic, with most departments requiring a thesis or a research-like project that allows for avaried approach, nor does it relate to workplace matters. Students concerned about seeking
work upon graduation, do not value the undoubted development of research skills and discipline
knowledge from the FYP. What students appear to want most are chances to apply theirknowledge and improve their soft skills. The desired type of activities could be broadly
described as needing to be authentic and practical in nature. However, for some students, thoseaiming for further studies, the FYP helps realize the general goal of undertaking real academic
research. However, this group was a minority in the final year student body and the FYP as
currently conceived can only be seen as a limited capstone experience, and one without the four
design characteristics.

From the findings, it appears that curriculum design affects successful integration ofknowledge. Some students thought that their previous studies were practical enough andsufficient to help them through the process of the FYP, while others thought the curriculum was

	
  

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Volume 1 - Issue 1 - Spring 2013not coherent enough and that they were unable to apply what they have learnt in the previous
years. However, the academic focus of a FYP facilitated a smooth transition for the
postgraduate students. Table 2 below outlines a design framework that identifies development
aspects, learning activities and assessment strategies for a capstone experience.
Table 2: Design framework to support a capstone activity
Integration** (I)
Reflection (R)Closure (C)Integrate knowledge
and skills

Reflect on development- academically, sociallyand personally.

Choose the activities and assessment
What are we
How (Authentic
learning activities)
developing/ or(Indicative)assessing(Indicative)
University community
Project work, service
Discipline knowledge

Academic skills, selfdirected learning
e.g. research,collaboration

Self awarenessLeadership skills/
Teamwork/
Interpersonal skills
Problem-solving skills

Citizenship

Project work, grouppresentation, simulation,
thesisGroup presentation/caseanalysis/ Simulation/ Lab
experiment report

Reflection journal /BlogGroup project, teambased activities, Careerplanning
Case analysis/ Group/
Research project/
Simulation
Service learning

Transition (T)Close undergraduate
student life

Transition fromundergraduate studies tobeing self-autonomous
learners.

Authentic assessment
methods(Indicative)

Design Characteristics
(I)
(R)
(C)
(T)

Group project, selfreflection
Presentation, peer
assessment, groupprojects, reflections
Presentation,
participation, peer
assessment

✓

✓

✓

✓

✓

✓

✓

✓

✓

✓

Reflection; Pass/Fail✓✓Group project, peer
assessment, reflection,
presentation
Group project, peer
assessment, reflection

✓

✓

✓

✓

Not assessed

✓

✓

✓

✓

✓

The suggested learning activities in Table 2 are similar to the preferred learning activities extracted
from the findings of the student voice. The most welcomed learning activities were group work,
presentations and fieldwork. These activities were important in the development of interpersonal
skills, communication skills, presentation skills and the practical skills that nearly all employers
are looking for. For the majority aiming to start a career right on graduation, an internship to gain a

	
  

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real working experience is most valued. Generally, these students also wanted a smaller class size,as this enabled richer classroom interactions. Alternatively, students who planned to pursue further
studies wanted more seminars and more teaching assistants available to offer them support andstudy assistance during their final year.

	
  
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Conclusion
If higher education is aiming at producing multifaceted graduates who are both confident andcompetent in the future workplace, it seems that the current final year project (FYP) is notadequate in preparing the way. This study reveals the research-oriented FYP is the sole option for
final year students and this activity is limited, failing to provide an integrated experience that isable to satisfy the expectations of the majority concerned with finding employment. The current
FYP is, based on student feedback, only able to meet the needs for research students by facilitating
their transition into graduate study. The capstone design framework illustrate stages that can help
programme designers match student capabilities and learning experience to better assist
knowledge integration and successful transition. Students with higher academic capabilities may
be interested in and capable of handling a demanding research thesis. This would most likely suit
those students more interested in staying in the academic field and continuing to graduate school.
For students less interested in academic studies, the opportunity to choose projects, internships orgroup-based projects will help them attain better transition.

In summary, this study illustrates the idea that students should not be limited to knowing things,
but should also be given a chance to reflect on knowledge and to apply what they have learnt intheir studies for their future workplace. The capstone design dimension of transition captures thisconcept. The limitation of this research is that it was conducted only in CUHK; the study may
however reveal what is happening in a wider education sector. The essentiality of the four
components in a capstone experience conveys an important message the student voice appears to
be saying: that integration and transition aspects are not being emphasized under the current 3year curriculum. In other words, students are stuck within the academic world, and the chances towiden their horizons are thus being limited. For the 4-year curriculum, careful consideration
should be taken in design of the new curriculum that culminates theoretically with a capstone
experience. There is a deep yearning to improve students’ capabilities towards realizing their life	  142

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long goals. There are also some yet unrealized pitfalls from an academics viewpoint, such as
finding suitable topics, marking thesis and providing feedback. These deserve further inquiry.

	
  
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References

Atchison, P. (1993). Creating the capstone connection. Teaching Sociology, 21 (3), 226-228.
Bailey, J., Oliver, D. &Townsend, K. (2007). Transition to practitioner: redesigning a third year
course for undergraduate business students. Journal of Management and Organisation, 13(1), 65-80.
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