Undertaking Capstone Projects in Education: A Practical Guide for Students

Full text

Undertaking Capstone Projects
in Education
Undertaking Capstone Projects in Education provides students with all of the information
required to successfully design and complete a capstone project.
Guiding the reader in a step-by-step process, this book covers how to create a question,
select a topic of interest, and apply the best possible design solutions. Structured in a way
that will help readers build their skills, chapters explore all aspects of the capstone project
from the inception of the idea, to laying the foundations, designing the project, analysing the
data, and presenting the ndings.
Filled with examples and written in a friendly and collaborative style, this key guide
uses simple language and easy-to-understand examples to unpack complex research issues.
This book is essential reading for students and anyone interested in undertaking a capstone
project in the eld of education.
Jolanta Burke is a Chartered Psychologist specialising in positive psychology applied in
education and Assistant Professor at Maynooth University, Ireland.
Majella Dempsey is Associate Professor and Strand Leader for the professional doctorate in
curriculum studies at Maynooth University, Ireland.

Undertaking Capstone Projects
in Education
A Practical Guide for Students
Jolanta Burke and Majella Dempsey

First published 2022
by Routledge
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and by Routledge
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Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2022 Jolanta Burke and Majella Dempsey
The right of Jolanta Burke and Majella Dempsey to be identied as authors of
this work has been asserted by them in accordance with sections 77 and 78 of the
Copyright, Designs and Patents Act 1988.
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British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging-in-Publication Data
Names: Burke, Jolanta, author. | Dempsey, Majella, author.
Title: Undertaking capstone projects in education : a practical guide for students /
Jolanta Burke and Majella Dempsey.
Description: Abingdon, Oxon ; New York, NY : Routledge, 2022. | Includes
bibliographical references and index.
Identiers: LCCN 2021028282 (print) | LCCN 2021028283 (ebook) |
ISBN 9780367743529 (hardback) | ISBN 9780367748449 (paperback) |
ISBN 9781003159827 (ebook)
Subjects: LCSH: Education—Research—Methodology. | Teachers—Training of. |
Project method in teaching.
Classication: LCC LB1028 .B685 2022 (print) | LCC LB1028 (ebook) |
DDC 370.7—dc23
LC record available at https://lccn.loc.gov/2021028282
LC ebook record available at https://lccn.loc.gov/2021028283
ISBN: 978-0-367-74352-9 (hbk)
ISBN: 978-0-367-74844-9 (pbk)
ISBN: 978-1-003-15982-7 (ebk)
DOI: 10.4324/9781003159827
Typeset in Times New Roman
by Apex CoVantage, LLC

To our students, past, present, and future.

Contents
List of tables x
List of gures xi
Foreword xiii
About the authors xv
Acknowledgements xvi
1 The foundation 1
1.1 Structure of the book 1
1.2 How to read this book 2
1.3 Myths 3
1.4 Denition and benets 4
1.5 Dening features 5
1.5.1 Practical 5
1.5.2 Coherent 5
1.5.3 Dual time perspective 6
1.5.4 Research-based practice 6
1.5.5 Creative 6
1.5.6 Flexible 7
1.6 Online capstone projects 8
1.7 Differences between capstone and traditional projects 8
1.7.1 Thesis/dissertation 8
1.7.2 Research paper 9
1.7.3 E-portfolio 10
2 Developing skills 13
2.1 Reection 14
2.1.1 Models of reection 15
2.2 Making choices 22
2.2.1 Reduce your expectations 22
2.2.2 Reduce your choices 22
2.3 Research-based practice 23
2.4 Critical thinking 24
2.5 Project management 26

viii Contents
3 Getting ready, set, go 30
3.1 Empirical vs desk-based 30
3.2 Quantitative vs qualitative 31
3.3 Inductive vs deductive 32
3.4 Methodologies vs methods 33
3.5 Step-by-step process 34
4 The interest 37
4.1 Topic choice 37
4.1.1 Inward decit approach 37
4.1.2 Outward decit approach 38
4.1.3 Mixed abundance approach 39
4.2 Literature scoping 42
4.2.1 Information management 42
4.2.2 Sourcing literature 43
4.2.3 Reading articles 43
4.3 Research question 44
4.3.1 Hypothesis (quantitative research) 47
5 Positioning 50
5.1 Positivist and post-positivist paradigm 50
5.2 Pragmatism 52
5.3 Interpretive paradigm 53
5.4 Critical paradigm 55
Conclusion 56
6 Methodology spectrum 58
6.1 Empirical capstone project 60
6.2 Desk-based 90
7 Methods 109
7.1 Questionnaires 110
7.1.1 Questionnaire structure 110
7.1.2 Constructing questions 110
7.2 Interviews 114
7.2.1 Trialling your interview 116
7.3 Walking interviews 116
7.4 Focus groups 117
7.5 Photo/video/voice elicitation 119
7.6 Observational methods 119
7.7 Diaries/journaling 120
7.8 The story completion method 120
7.9 Using sonic studies to gather data 121

Contents ix
8 The analysis (empirical only) 123
8.1 Ethics 123
8.2 Data gathering 131
8.2.1 Sampling methods 132
8.3 Data analysis 133
8.3.1 Qualitative data analysis 133
8.3.2 Quantitative data analysis 137
9 The presentation 142
9.1 Artefacts 142
9.2 Implications for practice 145
9.3 Presentation 146
9.3.1 Oral and poster presentation 146
9.3.2 Written 149
9.3.3 Ubiquitous structure 153
9.3.4 Writing process 155
9.4 Next steps 158
Conclusion 159
Index 160

Tables
2.1 An example of models for reection used in education 16
2.2 The cyclic components of the PAUSE model of reection 17
2.3 Going deeper into feelings 19
3.1 Characteristics of empirical and desk-based studies 30
4.1 Examples of inward decit approach for selecting a topic 38
4.2 Information sources for carrying out a literature search 39
4.3 Example of applying an abundance approach for selecting a capstone
project topic 40
4.4 Example of a note-taking sheet for literature review 42
4.5 Deep reading strategies 44
4.6 Examples of hypothesis and equivalent statistics use in research design 45
4.7 Examples of hypothesis and equivalent statistics use in research design 48
6.1 An example of differences between empirical and desk-based project 
methodologies 59
6.2 Different types of case studies 75
6.3 Steps involved in case study design 77
6.4 Three main experimental designs 86
6.5 Types of research synthesis approaches 97
7.1 Advantages and disadvantages of question types 111
7.2 Example of consistent ve-item, rating-scale responses 114
7.3 Planning for interviews 115
7.4 Interview prompts 117
8.1 Non-probability sampling methods 132
8.2 Probability sampling methods 133
8.3 Approaches to narrative analysis 134
8.4 Examples of most frequently used statistical tests in a capstone project 139
9.1 Examples of capstone project artefacts 143
9.2 Techniques for organising, analysing, and presenting data in qualitative
research 153
9.3 Reasons for procrastination and possible solutions 156

Figures
2.1 A range of skills that enable the completion of a capstone project 13
2.2 The PAUSE reference points for reection 17
2.3 The PAUSE model of reection 18
2.4 Thinking hats 25
3.1 The map of the journey we will take in this chapter 30
3.2 An example of deductive logic 32
3.3 An example of inductive logic 32
3.4 An example of inductive-deductive approach 33
3.5 Characteristics of inductive and deductive research 34
3.6 Step-by-step process for completing capstone projects 35
4.1 Outline of Chapter 4 37
4.2 An abundance model of reection to identify a capstone project topic 40
4.3 Clarifying research questions 46
5.1 The outline of Chapter 5 50
6.1 Spectrum of methodologies applied in capstone projects 58
6.2 Spectrum of empirical methodologies 60
6.3 Action research 61
6.4 Action research cycle 62
6.5 Design-based research 65
6.6 The design cycle 67
6.7 Phenomenological research 68
6.8 Ethnographic research 70
6.9 Art-based research 71
6.10 Narrative research 73
6.11 Case study research 74
6.12 Example of triangulation 76
6.13 Grounded theory research 78
6.14 Mixed-methods research 81
6.15 Mixed-methods design 83
6.16 Experimental research 84
6.17 Comparative research 88
6.18 Spectrum of desk-based methodologies 90
6.19 Reective portfolio 91
6.20 The cycle of reection on the evidence-based practice 92
6.21 Autoethnographic research 93
6.22 Literature review 94

xii Figures
6.23 Meta-analysis 96
6.24 Secondary data analysis 99
6.25 Web mining 101
7.1 Frequently used methods empirical capstone projects 109
8.1 The outline of Chapter 8 123
8.2 Alternative to face-to-face interviews and focus groups 131
8.3 Content analysis process 138
9.1 The outline of Chapter 9 142
9.2 A range of possible capstone project artefacts 143
9.3 Examples of implications for practice 145
9.4 The characteristics of a good communicator 148
9.5 Traditional thesis structure 150
9.6 Ubiquitous capstone project structure 154
9.7 Example of deductive reasoning applied in writing a capstone project
paragraph 158

Foreword
One of the most common grumblings heard within the corridors of university settings around
the world concerns the assessment and the evaluation of students’ work. For those of us who
either study or teach within the eld of education, we are particularly concerned with what
role an assignment plays in deepening our understanding of a topic and how it contributes
to professional development. From the teacher’s perspective, grading can be an undesirable
task of afxing a specic grade to a particular assignment, knowing that an assignment
doesn’t always capture what has been meaningful for the student. In addition, I have heard
some teachers complain of the repetitive nature of the work we are in fact asking students to
complete: the same examination or essay questions which tend to yield uniform responses,
even across a diverse student cohort. From the student’s perspective, there is a set of parallel
issues, ranging from the overwhelming number of assignments due at the same time to the
seeming regurgitation that they feel is required in many essays and exams. Crucially, there is
also the feeling that grades received on a particular piece of work are not necessarily reec-
tive of what they value most. What both teachers and students require are ways of thinking of
assignments that do not lead to manufactured boredom, lacking in individuality, creativity,
and personal meaning. This is where this book steps in.
Jolanta Burke and Majella Dempsey have presented a compelling vision for why capstone
research projects provide us with an alternative approach to assessment that might alleviate
some (if not all) these perennial issues of concern. As they articulate here, capstone projects,
with their range of design, focus, and outcome, allow students to navigate their way between
their interests, their practical concerns, and the world of scholarship and research. They
offer creative and sometimes even playful modes of project engagement that are about cen-
tring students’ living relationships to their studies and their professional contexts. Capstone
projects are not seen to be the poor cousins to theses or research papers, both of which are
often characterised as having fairly rigid formats and structures. Rather, the various forms
capstone projects take on is in fact where their strengths lie. As Burke and Dempsey so thor-
oughly explore within these pages, capstone projects allow for deep explorations of topics
that can include artefacts, such as concerts, blogs, posters, and art pieces. In this way, the
diversity of presentation capstone projects afford is more inclusive than many other types
of assessment and thus can resonate more easily with students’ interests and professional
practice.
Refreshingly, this book is specically designed for you, the student. It speaks with clar-
ity about terms that you often hear as important to pursuing research but which are not
always given denite shape and meaning, such as critical thinking and reection. It is also
organised pedagogically, with each of the chapters inviting you to engage with the key ideas
through self-assessment and reective exercises, thereby opening up the seemingly endless

xiv Foreword
possibilities that capstone projects have to offer. Most importantly, since it is your ideas,
reections, and creativity that shape the kind of project you wish to undertake, you can make
a capstone project uniquely yours. This book addresses precisely how to begin your journey
of bringing assignments to life in ways that are meaningful to you and that can draw together
the richness of your experience, both personal and professional.
Sharon Todd
Maynooth University

About the authors
Jolanta Burke, Ph.D. is a Chartered Psychologist and an assistant professor at Maynooth
University, Ireland. She specialises in research relating to well-being and health, positive
education, and positive leadership. Jolanta supervises students at the master’s and doc-
toral levels. She is an editor-in-chief of the Journal of Positive School Psychology. Her
latest books are The Ultimate Guide to Implementing Wellbeing Programmes for School
published by Routledge and Positive Psychology and School Leadership published by
Nova Science Publishers. For more information, please go to www.jolantaburke.com.
Majella Dempsey, Ed.D. is an Associate Professor at Maynooth University, Ireland. She is
strand leader for the professional doctorate in curriculum studies and lectures on under-
graduate and postgraduate modules. Majella supervises students at master’s and doctoral
levels. She is research active, leading large- and small-scale projects focused on teaching,
learning, assessment, and curriculum.

Acknowledgements
We express sincere gratitude to our colleagues Dr Joe Oyler and Dr Rose Dolan, who have
taken the time to provide us with invaluable feedback. Their expertise in delivering research
methods to cohorts of students and insights have helped us to enrich the content of this book.
Thank you both!

1 The foundation
Almost ten million academic, peer-reviewed articles were published in the last decade about
education. Researchers worldwide designed, conducted and shared their studies on educa-
tion. They discussed the gaps in research. They addressed and reected on the implications
of their research for practitioners. Yet only a small percentage of them have been read and
used by educators. Partially, it is because practitioners are not aware of most research that is
published, or sometimes they nd it difcult to discern which article is worthwhile reading
and applying to practice. Another reason, however, is because the leap between the theory
and practice is often too difcult to take, and it requires carrying out a capstone project to
realise how educators can tap into the endless potential of academic research to improve
their practice. In capstone project research, theory and practice come together in new and
exciting ways with the practitioner at the heart of the endeavour. This is what this book is
about, a journey of enhancing your skills to help you not only complete a nal-year project
but also become a research-informed educator for many years to come.
1.1 Structure of the book
Completing a capstone project is like building a house. When building a house, rstly, you
need to set up solid foundations that you can rely on. Then, you need to review and enhance
your skills to enable you to build it. Next, you need to make decisions about the materials
you wish to use, come up with a plan of action, and follow it through until the house is com-
plete and ready to be used.
Similarly, this book is structured in a way that will help you build your skills and complete
a capstone project in education. In Chapter 1, we will start by setting out the foundations for
the project. You will nd out what capstone projects are all about and how they compare with
other nal-year projects. This chapter will also clarify the intricacies of capstone projects
that will help you understand the role they play in research and educational practice. By the
end of Chapter 1, you will have a helicopter view of what is required of you when embarking
on a capstone project.
Chapter 2 will focus on you and your skills. When designing and carrying out a capstone
project, you will need to ascertain how skills that you already have developed can be ampli-
ed and help you on your capstone project journey and what skills need a little bit of extra
work to complete your project. Specically, we will introduce you to a Perceive-Audit-
Understand-Substitute-Edify (PAUSE) reection model that will allow you to choose your
topic, carry out your project, and apply it more effectively to educational practice. We will
also provide you with some evidence-based and practical guidelines on how best to make
choices, engage in research-based practice, improve your critical thinking, and improve your
DOI: 10.4324/9781003159827-1

2 The foundation
project management skills. You will require all these skills to help you complete your cap-
stone project.
In Chapter 3, we will introduce you to a step-by-step process, which will provide a heli-
copter view of your capstone research project. We will also help you understand differences
between some of the most confused concepts associated with research, such as empirical vs
desk-based projects, quantitative vs qualitative research, inductive vs deductive reasoning
and research methodologies vs methods in research. You will need clarity about these terms
in order to make important decisions about the design of your capstone project.
Chapter 4 will delve deeper into the rst step of the capstone project design, which is the
interest. In this chapter, we will guide you through techniques you can use to select a topic.
We will then help you plan a strategy for reviewing the literature relating to a topic of your
interest. Finally, by the end of this chapter, you will be able to create the most appropriate
research question for your capstone project.
In Chapters 5, 6, and 7, we will discuss the design of your capstone project. Specically,
in Chapter 5, we will help you understand your ontological and epistemological positioning.
In Chapter 6, we will introduce you to the methodology spectrum, which will allow you to
select the best methodologies for your project. Finally, in Chapter 7, we will review an array
of methods available that will help you carry out your project. By the end of Chapter 7, you
will have a better understanding as to how your research project will be designed.
Chapter 8 is dedicated to the analysis of an empirical capstone project. This chapter is
only relevant to those who carry out research with participants. We will review some of the
important ethical considerations for your project. We will then discuss your data gathering
and data analysis strategies. By the end of this chapter, you will be able to make important
decisions about the analysis aspects of your project.
Finally, in Chapter 9, we will discuss the presentation of your project. We will delve
deeper into the artefacts you can create as part of your project, which will help you in
your educational practice. We will help you reect on the implications of your project
for practice and prepare your written and/or oral presentation of it. By the end of this
chapter, you will know what steps you need to take to successfully complete your cap-
stone project.
The content of this book is the fruit of years of our experience of supervising students
through capstone projects. We have supervised students completing bachelor’s and master’s
degrees, as well as higher-level doctoral degrees and Ph.D.’s. What differentiates each level
is the skills, topics, and the research design you select and conduct. Regardless of whatever
degree you are completing your capstone project for, the process remains the same.
1.2 How to read this book
We recommend that you read this book twice. Firstly, it is useful to read it from cover to
cover to familiarise yourself with the overall concepts and see a bigger picture of the cap-
stone project. We suggest you stop throughout and reect on what you have read and how it
can be applied to your practice. Then, when you read it the second time, we advise that you
use your highlighter and fully engage with the book, stopping at relevant sections, re-reading
them, and taking notes. When you engage actively with this book, it will make it easier for
you to complete your capstone project.
Have you ever run or watched someone running a marathon? On their route, there are
several “water stations” where participants can stop, rell, and take a break. Similarly, we
have created a series of break-out sections, the aim of which is to enhance your experience

The foundation 3
of engaging with the material. Each one of them begins with an image that symbolises the
content. Here are the images and descriptions for them.
Reection Time
This image indicates reection time. We encourage you to stop
reading at this point and reect upon the section so that you can
make an informed decision as to what steps to take when designing
your capstone research project.
Recap time
When you see this image, it means that we stop and recap the most
important parts of this chapter to help you make sense of what has
been discussed.
Self-assessment
When you see this box, we ask you to complete a short survey
to help you become aware of your strengths and areas for
improvement.
Most importantly, however, don’t forget to enjoy this experience, as the book will help
you develop skills to tap into the limitless potential of research so that you can use it effec-
tively in your educational practice for years to come.
1.3 Myths
Myths about capstone projects permeate the education system and prevent institutions and
professionals from engaging with them fully. The most prevalent myth associated with a
capstone project is calling it a mini-thesis, which does not do it justice, as there are fun-
damental differences between these two nal-year assessments. Yet, we have heard both
students and academics referring to it this way for years. Even though it is understandable,
given that theses have been in the academic lexicon for centuries, it undermines the impor-
tant role that capstone projects play in education, which relates to enhancing educators’
research-based practice capacity, instead of primarily adding value to a research base. This
is why a concerted effort needs to be made in educational institutions to start referring to it
as a capstone project, not a mini-thesis.
Calling it a mini-thesis diminishes its impact and is conducive to students perceiving it
as a lesser version of an academic thesis. This is yet another myth associated with capstone
projects, as capstone projects are major pieces of work that culminate an engagement with an
educational programme. Over the years, we have received many emails from students won-
dering whether they would be awarded the same quality of a degree if they choose to take
a capstone project route, instead of a thesis. Their question showed a fundamental lack of
understanding of the differences between these two assessments, which we will explain fur-
ther in this chapter. Needless to say, the award received for completing a capstone project is
equally important, and it addresses a different need. While a thesis focuses on adding to the
wealth of research, the cornerstone of a capstone project is to enrich the educational practice.

4 The foundation
These myths lead to only a small percentage of students selecting capstone projects in educa-
tion, as their nal-year assessments (Henscheid and South Carolina Univ 2000), which high-
lights an urgent need for change. Firstly, this change refers to the way in which academics view
capstone projects. The more they appreciate its value, the more likely they are to recommend it to
their students. Secondly, students need to have a better understanding of the intricacies involved
in the designing and successful completion of a capstone project so that they are condent
about their decision. Most importantly, however, there is an urgent need for a systemic change
that allows for capstone projects to be seen as an equal contender to traditional approaches to
completing a nal-year project. Until myths are dispelled and a better understanding of capstone
projects is prevalent, they will not be used to their full capacity. This book aims to address this
gap and provide an easy-to-use guide for both students and academics interested in it.
1.4 Denition and benets
Capstone projects are nal-year projects focused on enhancing evidence-based practice
in education. They are usually introduced in three- and four-year university degree pro-
grammes, however they are also increasingly popular in one- and two-year postgraduate
programmes (Hammer et al. 2018; Hauhart and Grahe 2010), as well as doctoral capstone
projects for those completing the highest level of education. They enable students to reect
on, and apply to their daily practice, the knowledge they have gained during their studies, as
well as learn how to pose, or solve work-related problems and enrich educational practice
using evidence-based solutions. Capstone projects are a pinnacle of evidence-based practice.
What makes capstone projects particularly useful is that they encourage students to apply
evidence-based solutions to their work-related issues (Lunt et al. 2008). Given the amount
of educational research being published each year, it is essential for you to learn how to read
it, discern its value, and, most importantly, apply it in your daily practice to further improve
your outcomes. The application of research is an acquired skill, which can be learnt by com-
pleting a capstone project. This is why capstone projects are often seen as particularly useful
for preparing students for jobs after graduation (Beer et al. 2011).
Regardless of whether you are a student seeking a job after graduation, or an existing
education professional, the skills you learn by carrying out a capstone project are invaluable
for enhancing your career and your outputs. Think about it. If you have two surgeons to
choose from to remove your appendix, both graduated ten years ago but only one engaged
in research-based practice, which one would you select to operate on you? We guess you
would choose the one who has kept herself up to speed with all the latest research develop-
ments. The same applies to educational professionals, who operate every day on people’s
minds by expanding their knowledge and changing their perspectives on their lives. We have
a responsibility to society to keep ourselves informed of the latest developments in research
and use them in education. This is why it is crucial to keep your knowledge and skills up to
date and apply it effectively in your practice, and this is what capstone projects are designed
for, to help you develop the competences to do it.
Furthermore, third-level institutions are increasingly under pressure to create graduate
and postgraduate programmes that provide participants with practical skills on how to use
their knowledge at work. Partially, it is because nowadays some government funding for
universities depends on the number of graduates that have found gainful employment within
two or so years from the programme completion. It is also due to the fact that students are
no longer interested in courses that provide them with unavailing knowledge that cannot
be used in practice. Due to this systemic change, schools and departments of education

The foundation 5
worldwide have begun to depart from the traditional assessments of using theses and disser-
tations, and started to pivot towards more practical assessments, such as capstone projects.
This is why, capstone projects are needed now more than ever.
Most importantly, however, completing a capstone project will help you develop indepen-
dent learning, solution-focused problem-solving, in addition to improving your research-
based practice or the practice of other educators (Lee and Loton 2015). For many participants,
capstone projects have become high-impact activities in their academic journey, which added
signicantly to their professional development long term (Healey et al. 2012). We hope that
engaging with a capstone project will help you achieve this too.
1.5 Dening features
Capstone projects are unique in the way they assess your knowledge and skills gained
through an educational programme. In the following sections, you will nd some of the
main dening features of designing and conducting a capstone project.
1.5.1 Practical
Capstone projects are the experiential component of students’ academic experience, some-
times referred to as practicum projects because they refer to practice. Specically, they are an
application of academic knowledge in practice. They help students to understand the impor-
tance of evidence-based practice and encourage them to continue to expand their knowledge.
While they are thriving in elds such as engineering, IT, psychology, or nursing, they are
only emerging in education. According to one of the most comprehensive studies analysing
capstone project courses across 707 educational institutions, less than 2% were carried out
in education (Henscheid and South Carolina Univ 2000). Even though the study took place
many years ago, this trend continues.
Over the last few decades, we have attempted to apply research in educational practice
by encouraging students to select methodologies that allow them to do this, such as action
research and design-based research. However, this resulted in educational research ignoring
other methodologies and methods, such as quantitative research (Boeren 2018), thus creat-
ing signicant knowledge gaps in education. Capstone projects allow students to spread their
wings and while contributing to praxis also render the expansion of educational research so
that its impact can be generalised.
1.5.2 Coherent
One of the dening features of a capstone project is that it helps you create a sense of coher-
ence relating to your studies (Carlson and Peterson 1993; Durel 1993). In other words, it
integrates all your experiences, newly gained knowledge, and skills you have developed
during your educational programme and churns them into your project, which is an outcome
of your aggregated learning.
Coherence of consolidating knowledge can relate either to your own experiences or
extend across the entire profession and beyond it. Some capstone projects draw not only
from education but also use other disciplines to inform it. They may tap into theories that
have never been explored in the educational context and transform them into usable ideas
that can enrich educational practice. Therefore, the coherence of a capstone project relates to
both the depth and breadth of knowledge.

6 The foundation
1.5.3 Dual time perspective
Another crucial feature of capstone projects is their dual time perspective. Since its incep-
tion, capstone projects were focused on consolidating knowledge gained during studies
(past) so that students can apply it in their future practice (Starr-Glass 2010). In fact, con-
solidation is such an important aspect of it that in many institutions, it is recommended not
to seek out new content when completing a capstone project, rather focus on what students
already know and apply it in practice (van Acker et al. 2014). The duality of time perspec-
tive is evident as students need to review the past, consolidate what they have learnt, and
negotiate the future.
An aspect of the dual time perspective refers to the focus on preparing students who are
not yet employed to enter the workforce (Ryan, Tews, and Washer 2012). Capstone projects
help them create a new professional identity, even when they have not had professional
experience (McNamara et al. 2011). They allow them to integrate and make sense of all they
already know and project into the future by bridging their knowledge with practice. That
bridging provides a transformative experience whereby students learn not only the skill of
reviewing their knowledge but also its application in daily lives.
Capstone projects, however, are also very useful for those already employed who aim to
further develop their professional and personal skills (Blanford et al. 2020). For them, bridg-
ing these two time perspectives can be accomplished with skilful reection on their practice
(past) and engaging in activities that aim to develop a range of skills, such as condence,
self-belief, or independence that help them in their future practice (Lee and Loton 2019).
1.5.4 Research-based practice
Across educational institutions worldwide, two types of capstone projects have emerged.
One type relates to a nal-year project, which is not underpinned by any research. Instead,
it focuses on designing an artefact based merely on students’ experiences or their personal
interests. The other type is a capstone research project which incorporates research as the
foundation for practice. This book focuses solely on research-based projects and as such
offers knowledge and helps you develop skills on how to do it.
Evidence-based practice is described as research-based knowledge, research-informed
practice, evidence-based interventions, evidence-informed practice, or lifelong learning
(Gibbs 2003). Regardless of the term used, it refers to applying research ndings to the daily
practice of teachers, educational leaders, guidance counsellors, trainers, third-level educa-
tors, and others in order to improve their outcomes. Evidence-based practice is yet another
dening feature of capstone projects. When students design their own capstone research
project, their familiarity with evidence-based practice increases, thus allowing them to
engage more actively in research-based practice (Peterson et al. 2011). Consequently, a cap-
stone project becomes a stepping stone for improved educational practice. We will discuss
the skills of evidence-based practice in more detail in Section 2.3 of this book.
1.5.5 Creative
The essence of every one of us, without exception, is our creativity, which is expressed in
various ways (Beghetto and Kaufman 2007). Some of us have a “Big-C” creativity. For
example, one of our students with a Big-C creativity designed a research-informed, art-based

The foundation 7
project as part of his assessment, for which he wrote a script, directed it, and performed it
in a theatre production to illustrate the application of Growth Mindset research applied in
schools ( Dweck 2006 ). His project resulted in standing ovations from his peers and further
awarded him with rst-class honours.
Some of us have a “little-c” creativity, which refers to formulating everyday-life cre-
ative solutions to problems. One of our students with this type of creativity immersed
himself in a systematic literature review that aimed to answer one of his work-related
questions, which was, How can a teacher help unmotivated students increase their per-
formance? This project allowed him to tap into the pragmatic aspects of problem-solving
associated with his teaching practice. He systematically assessed studies relating to stu-
dent motivation, which resulted in seven practical, evidence-based tools he could use to
assist his students.
There are also some of us who boast a “mini-c” creativity, which refers to meaningful
insights that lead to self-discovery and self-improvement. For one of our students, this type
of creativity inspired her to carry out an action research project, the aim of which was to
redesign her teaching practice in order to improve her students’ experience with mathematics.
An essential aspect of this approach was her deep reection about what has worked in the
classroom and what changes she should make in her teaching practice. Her strength of per-
spective turned her project into a remarkable force of insightful practices.
Finally, another type of creativity is “pro-c” creativity, which stands for an expert-level
creativity. One of our students, who is a school leader, carried out a consultancy project for
the Minister of Education. He drew from his extensive knowledge of inclusion to redesign
policies and suggest innovative practices on how to best integrate children with special needs
in mainstream schools. His profound knowledge of inclusion, coupled with his professional
creativity, resulted in a workable plan and many aspects of it have been used subsequently
by the government.
All four students had different strengths and displayed different types of creativity. How-
ever, what all of them had in common was that all these diverse projects were part of their
capstone project assessment. The range of the projects they selected illustrates an immense
potential that capstone projects have in education to enrich research-based practice regard-
less of your interests. This is why there is something for everyone in completing a capstone
project in education.
Reection time
What type of creativity do you have, and how can you use your strengths
to design a project most suitable to your needs?
1.5.6 Flexible
What makes capstone projects particularly attractive is the exibility of their design. There
is only one component of a capstone project which is non-negotiable. All other aspects of it
are exible depending on students’ needs and/or the institutional requirement. The one and
only non-negotiable aspect of the project is its practical dimension.

8 The foundation
The practical dimension of a capstone project comes in various forms. Your project may
be practical because it is applicable to an educational practice, meaning it helps you become
a better teacher or a better leader. It can also be practical as knowledge you have gained
while conducting your research is applicable to other teachers and researchers. Perhaps it
adds to previously gained knowledge. Alternatively, it is practical because it serves a specic
purpose you have; for example, it allows you to prepare your classes or update your school
policies. Apart from the practical aspects of it, the capstone project is exible.
Its exibility is associated with the methodology you select; therefore, you can carry
out quantitative or qualitative research that adopts various ontological and epistemologi-
cal views. You can also select various methods of data collection. A capstone project offers
you a variety of options for your project design. Finally, the format in which you choose to
present your project may also vary. In essence, the project can be as exible as you desire in
order to answer the practice-based question you have.
1.6 Online capstone projects
The Covid-19 pandemic has affected over 1.6 billion students worldwide (UN 2020). While
there were a lot of negative consequences associated with it, it has inadvertently forced edu-
cational institutions to move online. This resulted in an exponential growth of skills among
educators and more ease in delivering remote learning (Dempsey and Burke 2021). In post-
Covid education, we predict that more programmes will be delivered online, many of which
will apply capstone projects as part of their nal-year assessment.
While to date many online capstone courses are delivered, they are not fully integrated
with the ethos of online learning (Arthur and Newton-Calvert 2015). This is why, ve criti-
cal components for a specic authentic online capstone experience have been created to help
students embrace it fully (Devine, Bourgault, and Schwartz 2020). They include (1) choice
and empowerment, meaning that students should be allowed to direct their own learning
while completing a project; (2) real-world problem, the topic of a capstone project referring
to a practical aspect of their profession; (3) reection and inquiry, which is an opportunity
for students to engage in reective practice and critical thinking; (4) support and coaching
developed by their supervisors to help them integrate their knowledge and practice; and
nally (5) community and collaboration, allowing them to connect with organisations and
colleagues outside educational institutions. These ve components are the basis for online
capstone project practice.
1.7 Differences between capstone and traditional projects
Capstone projects are offered to students either as a choice between the traditional end-of-
year assessment or a compulsory element of their educational programme. To fully compre-
hend the unique facets of a capstone project, let us review the three most frequently deployed
nal-year approaches, such as (1) thesis/dissertation, (2) research paper, and (3) e-portfolio,
and discuss how they compare with a capstone project.
1.7.1 Thesis/dissertation
According to some scholars, theses and dissertations should be used interchangeably due
to their academic similarities. However, others consider these assessments for a bache-
lor’s or master’s degree and view dissertations in the context of a doctoral-level piece of

The foundation 9
work, although in some universities the opposite is applied (Pemberton 2012; Paltridge and
Stareld 2007). For ease of understanding, in this book, we will refer to both as a thesis.
A thesis is a traditional assessment used in universities, which denotes a written explo-
ration of a subject or topic of research (Walsh and Ryan 2015) and may include a thesis
defence, otherwise known as viva, which is an oral aspect of it. A thesis is designed to con-
tribute to an academic eld with its primary audience being an academic community. There-
fore, it often follows a typical academic structure that consists of an abstract, introduction,
literature review, methodology, results, and discussion. On the other hand, a capstone project
is more relaxed in relation to the structure. While some follow strict academic guidelines,
especially when they are designed as an empirical capstone research project, most have a
practice-focused structure, which is either negotiated by students and their supervisors or
recommended by an institution. Please see Chapter 3 for the structure we recommend for an
educational capstone research project.
One of the components of a thesis and dissertation is a section about the implication of
research for practice. However, the pragmatic aspect of research is not the quintessence of
a thesis, the main aim of which is to add to the existing body of research. This is one of the
main differences between theses and capstone projects, which mainly focused on the practi-
cal aspect of using research to enhance educational practice.
Another difference between a thesis and a capstone project is the size of the project. Edu-
cational institutions worldwide have established guidelines in relation to credits awarded
for each module, which vary across the board and necessitates a specic number of words
required to produce as part of the project. It may be, for instance, 15k or 20k words for a
bachelor’s degree, 20k or 30k for a master’s degree, and between 50k to 120k for a doctoral
or a Ph.D. dissertation. Capstone projects, however, produce considerably thinner volumes.
This is yet another difference between a traditional thesis and a capstone project.
Finally, over the last decade, a drive to enhance research-based practice resulted in many
universities encouraging students to do school-based or practice-based research as a nal-
year assessment. This approach is a pivot towards designing a capstone project in that it
encourages students to consider their practice when designing a study; however, it retains the
academic structure of a thesis. Whereas a capstone research project has practitioners and their
work at the heart of its design, and its structure is negotiable depending on the praxis needs.
1.7.2 Research paper
Many universities worldwide have in recent years replaced their traditional theses with a
requirement for students to write and/or publish research papers. Their rationale for this is
that research papers may reach a wider audience than theses. Even if a study is excellent
and provides a signicant contribution to research, unless it is transformed into an academic
paper and published, it may not see the light of day. Sadly, by the time students complete
their degrees, they may not be motivated enough to transform their research into a publica-
tion. This is why some institutions have made a decision to encourage students to submit a
6k-word research paper instead of a 20k-word thesis and then tweak it for submission to an
academic, peer-reviewed journal. Similarly, some Ph.D. students are encouraged to publish
two or three academic papers instead of writing a 100k-word thesis. This is how a research
paper has become yet another format for a nal-year assessment.
While it is possible to have two foci in carrying out research – i.e., to contribute to the
research eld and practice – writing a research paper pivots towards an academic contribu-
tion, whereas a capstone project moves towards a practical contribution. A capstone research

10 The foundation
project has the practitioner in mind, and while similar methodologies and methods are used for
both approaches, the outcomes are focused on educational practitioners and how the research
may add value to their practice, not how research may add value to an academic inquiry.
It is important to notice that writing a capstone research project does not exclude the pos-
sibility of publishing it as a research paper. There are several capstone projects in education
that have been published. When research that is carried out has the potential to help research-
ers and practitioners, a capstone project can be easily transformed into a research paper, or
if the university guidelines permit, the nal project may consist of a research paper submis-
sion. This is where the exibility of the capstone project comes into play.
1.7.3 E-portfolio
This is yet another approach to assessing students’ work, and it relates to a collection of
artefacts, which demonstrate students’ learning journey and upon which they are assessed.
An e-portfolio, as the name suggests, is an electronic portfolio, which is an amalgamation of
pieces of work over a period of time that creates evidence for students’ development. Often
the portfolio denotes a pragmatic approach to knowledge-creation, which makes it simi-
lar to the capstone projects. However, the capstone project provides a more research-based
practice than an e-portfolio and is often informed by theoretical frameworks, which is not a
requirement for an e-portfolio.
Hopefully, by now you have a better understanding of what a capstone project is and how
it differs from other, traditional approaches. Let us now reect on what you have read to help
you assimilate your knowledge.
Reection Time
In what way can completing a capstone project help you develop your
educational practice?
Recap Time
In this chapter, we claried the denition of capstone projects and reviewed the main myths
associated with them. We have also compared them to the traditional approaches to nal-
year assessments and discussed some of the dening features of capstone projects. By now,
we hope you have a better understanding as to why you would want to engage with a cap-
stone project.
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Freedom: The Online Capstone Experience at Portland State University.” Metropolitan Universities
26(3): 135–157.

The foundation 11
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12 The foundation
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Mace Press.

The foundation
Arthur, D.S. , and Z. Newton-Calvert . 2015. “Online Community-Based Learning as the Practice of Freedom:
The Online Capstone Experience at Portland State University.” Metropolitan Universities 26(3): 135–157.
Beer, J.M. , S.E. McBride , A.E. Adams , and W.A. Rogers . 2011. Applied Experimental Psychology: A
Capstone Course for Undergraduate Psychology Degree Programs. Paper presented at the Human Factors
and Ergonomics Society Annual Meeting.
Beghetto, R.A. , and J.C. Kaufman . 2007. “The Genesis of Creative Greatness: Mini-c and the Expert
Performance Approach.” High Ability Studies 18(1): 59–61. doi: 10.1080/13598130701350668.
Blanford, J. , P. Kennelly , B. King , D. Miller , and T. Bracken . 2020. “Merits of Capstone Projects in an
Online Graduate Program for Working Professionals.” Journal of Geography in Higher Education 44(1):
45–69. doi: 10.1080/03098265.2019.1694874.
Boeren, E. 2018. “The Methodological Underdog: A Review of Quantitative Research in the Key Adult
Education Journals.” Adult Education Quarterly 68(1): 63–79. doi: 10.1177/0741713617739347.
Carlson, C.D. , and R.J. Peterson . 1993. “Social Problems and Policy: A Capstone Course.” Teaching
Sociology 21: 239–241. doi: 10.2307/1319018.
Dempsey, M. , and J. Burke . 2021. Lessons Learned: The Experiences of Teachers in Ireland during the
2020 Pandemic. Maynooth: Maynooth University.
Devine, J.L. , K.S. Bourgault , and R.N. Schwartz . 2020. “Using the Online Capstone Experience to Support
Authentic Learning.” TechTrends: Linking Research & Practice to Improve Learning 64(4): 606–615. doi:
10.1007/s11528-020-00516-1.
Durel, R.J. 1993. “The Capstone Course: A Rite of Passage.” Teaching Sociology 21: 223–225. doi:
10.2307/1319014.
Dweck, C.S. 2006. Mindset: The New Psychology of Success. New York: Random House.
Gibbs, C. 2003. “Explaining Effective Teaching: Self-efficacy and Thought Control of Action.” The Journal of
Educational Enquiry 4(2): 1–14.
Hammer, S. , L. Abawi , P. Gibbings , H. Jones , P. Redmond , and S. Shams . 2018. “Developing a Generic
Review Framework to Assure Capstone Quality.” Higher Education Research and Development 37(4):
730–743.
Hauhart, R.C. , and J.E. Grahe . 2010. “The Undergraduate Capstone Course in the Social Sciences:
Results from a Regional Survey.” Teaching Sociology 38(1): 4–17.
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Council on Undergraduate Research Quarterly 35(4): 28–35.
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Peterson, S.M. , A. Phillips , S.I. Bacon , and Z. Machunda . 2011. “Teaching Evidence-Based Practice at
the BSW Level: An Effective Capstone Project.” Journal of Social Work Education 47(3): 509–524. doi:
10.5175/JSWE.2011.200900129.
Ryan, M.D. , N.M. Tews , and B.A. Washer . 2012. “Team-Teaching a Digital Senior Capstone Project in
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