Journal of Information Systems Education (JISE)

Volume 35

Volume 35, Issue 1, Pages 14-24

Winter 2024

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

Pamella Howell
Arun Aryal

California State University, Los Angeles
Los Angeles, CA 90032, USA

Abstract: 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.

Keywords: Experiential learning & education, Capstone course, Harvard business cases, Computer information systems (CIS), Inclusion

Download This Article: JISE2024v35n1pp14-24.pdf

Recommended Citation: Howell, P., & Aryal, A. (2024). Teaching Tip: IS Capstone Course Design: Quasi-Internships Using Harvard Business Cases. Journal of Information Systems Education, 35(1), 14-24.