Slack, Parker and Doyle (2024). Reflections on integrating a transition pedagogy with work-integrated learning in the design of a capstone consulting project. Work-Integrated Learning New Zealand 2024 Refereed Conference Proceedings.

This paper explores how a transition pedagogy can inform the design of a multi-stage, multidisciplinary capstone project in a graduate programme, and how integrating curriculum design and WIL thinking could better facilitate the transition of graduates from university to the workforce. The paper draws insights from a specific case study and relevant literature. Transition pedagogy explores how the academic community “theorise and impact our students’ experiences of their determinative first year in higher education” (Kift 2015: 51). Gale and Parker (2011: 27-28) summarise key features of a transition pedagogy as an approach that is: coherent, integrated, coordinated, intentional, cumulative, interconnected and explicit. The project tasked students with developing a professional business case. Designed as a capstone team-based experience, the project allowed the students to leverage their common foundation and to access their diverse disciplinary specialisations. A distinctive element of project was its consulting nature – a commercial team delivering to a public sector-client. The approach, underpinned by the New Zealand Treasury’s Better Business Case framework, explicitly encouraged the disciplinary and multi-disciplinary work to happen. The linked stages of this project form a sequence of interactive, reflective and iterative learning opportunities – an “an experiential learning process” (Winborg and Hagg 2022: 674). The consulting project was “geared toward making connections between classroom learning and on-the-job experiences” (Kramer and Usher, 2011: 2). The ‘gearing’ in this project was multi-layered linking: • one sub-case to another supported by an overarching strategic objective; • one task to another, with feedback, reflection and refinement in between; • one student to another to iterate between independent progress and collaboration; • one discipline to another, highlighting how multiple disciplines work together to deliver. In the case study considered in this paper, the students took the initiative and kicked the project up a further gear and engaged with an actual policy agency and government officials, creating a full work-integrated learning experience for themselves. The paper offers insights for educators into programme and course design to support graduates' transition to the workforce, with a focus on working across disciplines. It underscores embedding transition pedagogy within a programme of study. The paper outlines an approach and set of practices to assist students integrate their earlier education with work-focussed learning. We posit that earlier intentional integration of this approach into curriculum design will better build adaptability skills and support transition to work.