The Future of Education

In today’s higher education, students’ performance is frequently assessed through small, isolated course modules, which can hinder their ability to integrate and synthesize knowledge and skills. Moreover, educators are called to adopt more innovative approaches that not only develop students’ subject-specific knowledge but also foster professional behaviors and broader competencies.  Capstone assignments present an opportunity to evaluate overall learning outcomes by requiring students to retain and apply knowledge and skills acquired in previous courses to solve complex, real-world problems [1], while developing soft skills increasingly valued in the professional world. While existing research highlights positive outcomes associated with capstone assignments, there remains much to explore regarding the quality of these experiences [2]. Two key concepts relevant for evaluating capstone assignments are work-readiness [3] and self-efficacy [4]. Using the business program at Kristianstad University and two capstone assignments as a case study, this study aims to illustrate how capstone assignments in business education can be designed to incorporate the various levels of Bloom’s taxonomy of learning. Furthermore, it seeks to examine how these designs influence students' perceptions of their work-readiness and self-efficacy. To achieve this, empirical data were gathered from multiple sources, including documents (e.g., study guides, and assignments), classroom observations, semi-structured interviews with key individuals involved in assignment development, a qualitative questionnaire, and focus group interviews with students. Preliminary analysis indicates that teachers intentionally design capstone assignments to cover all levels of Bloom’s taxonomy, and students report enhanced perceptions of both work-readiness and self-efficacy. The findings offer practical guidance for educators aiming to develop innovative, competency-focused teaching strategies.