Balancing instructional techniques and delivery formats in capstone business strategy courses

Jeffrey W. Alstete (Hagan School of Business, Iona College, New Rochelle, New York, USA)
Nicholas J. Beutell (Hagan School of Business, Iona College, New Rochelle, New York, USA)

Quality Assurance in Education

ISSN: 0968-4883

Publication date: 4 April 2016



The purpose of this paper is to contend that collegiate programs should carefully plan their capstone courses in light of the educational mission, pedagogical content knowledge, instructional techniques and delivery formats.


This is a concept paper with elements of theory building from the case of business strategy courses. After an overview of relevant research along with past and current practices, capstone course content projects and assignments are discussed in relation to delivery formats such as on-campus, hybrid partial online and full distance education.


Faculty and academic departments choosing project assignments should seek to create an integrative learning experience for students using carefully balanced delivery methods and content. Each of the instructional methods and delivery systems have certain advantages, and the use of these techniques is not mutually exclusive, in that some faculty members may choose to teach course sections using multiple learning systems.


As colleges and universities increase the range of instructional techniques and delivery formats, it is especially important to harmonize these methods with learning objectives for capstone learning experiences. Concepts for balanced integration and synthesis of topics are proposed for different instructional methods and delivery formats that can be applied in other disciplines. Using pedagogical content knowledge as a basis for improving teaching and learning is necessary to achieve balanced integration.



Jeffrey W. Alstete and Nicholas J. Beutell (2016) "Balancing instructional techniques and delivery formats in capstone business strategy courses", Quality Assurance in Education, Vol. 24 No. 2, pp. 173-193

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