In addition to assessment of student-learning outcomes in capstone business courses, an assessment concern is student readiness for these typical capstone experiences. A review of both (a) the literature on learning retention or application and student dispositions for undertaking significant learning challenges and (b) the authors' preliminary…

The scholarship of teaching and learning approach and input of key stakeholders provide a multidimensional framework for evaluating business capstone courses. Steps include identifying standards and practices for benchmarking, identifying faculty perceptions of core knowledge and skills, collecting student feedback, and including the perspectives…

An alternative benchmarking approach for assessing business-school quality was developed by a partnership of five schools. It relies on facilitators who guide institutional representatives in selecting performance indicators and gathering and reporting benchmarks, best practices, and student satisfaction. (SK)

Describes the effects of interdisciplinary courses on cognitive, academic, and affective development in management education. Discusses benefits faculty derive from participating and the characteristics of faculty best suited to interdisciplinary teaching. (SK)

Examines the individual characteristic of imagination as it is perceived by American business managers and college undergraduate students majoring in management. The authors explore the results of a nationwide survey and its implications for efforts to improve management in the area of creativity. (CT)