Abstract
Many, if not most, undergraduate programs in marketing require a capstone course for its students (Butler and Straughn-Mizerski 1998). This capstone course brings together knowledge gained from a variety of required and elective marketing classes (Bussiere 2005). Over the years, several educators have attempted to better understand variations in teaching this capstone course. Hensel and Marshall (1998) assembled a panel of six experts to provide their perspectives and reassessment of the capstone course, with a major focus on the “what,” or content, of the capstone course. Lamb, et al (2001a and 2001b) focused primarily upon the “how,” or pedagogy, in the capstone course, with a review of methods such as written cases, live cases, experiential exercises, and consulting projects. The goal of the current research was to provide a comprehensive synthesis of the marketing capstone course by assessing what is actually done in the course via a content analysis of capstone marketing course syllabi.
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