IS Capstone Course Design: Quasi-Internships Using Harvard Business Cases

被引：0
|
作者：
Howell P. [1 ]
Aryal A. [1 ]
机构：
[1] Department of Information Systems, California State University, Los Angeles, 90032, CA
来源：
Journal of Information Systems Education | 2024年 / 35卷 / 01期
关键词：
Capstone course; Computer information systems (CIS); Experiential learning & education; Harvard business cases; Inclusion;
D O I：
10.62273/MJVL6063
中图分类号：
学科分类号：
摘要：
Quasi-internships can have a transformative impact on information systems’ capstone courses. Realizing this potential depends on pedagogical design, course delivery, and student engagement. This paper presents a teaching method based on experiential-learning pedagogical design to engage students via quasi-internships to improve career preparedness and team dynamics. This teaching tip provides a procedure for converting typical Harvard Business Cases into more experiential quasi-internships. We provide a 16-week outline of the typical deliverables for six IS career trajectories aligned with the model information systems curriculum. Instructors can customize these procedures to fit their course- and module-level objectives. The assessment of students’ feedback provides support for our customized quasi-internship methodology. © (2023), (ISCAP- Information Systems and Computing Academic Professionals). All Rights Reserved.
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页码：14 / 24
页数：10
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