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Article
Embodying life-long learning: Transition and capstone experiences
Oxford Review of Education
  • Des Butler, Queensland University of Technology
  • Sandra Coe, Queensland University of Technology
  • Rachael Field, Bond University
  • Judith McNamara, Queensland University of Technology
  • Sally Kift, James Cook University
  • Catherine Brown, Griffith University
Date of this Version
1-1-2017
Document Type
Journal Article
Publication Details

Citation only

Butler, D., Coe, S., Field, R., McNamara, J., Kift, S., & Brown, C. (2017). Embodying life-long learning: Transition and capstone experiences. Oxford Review of Education, 43(2), 194-208. doi:10.1080/03054985.2016.1270199

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Copyright © 2017 Informa UK Limited, trading as Taylor & Francis Group

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Abstract

This paper discusses the principle of Transition as it has been conceptualised by the Curriculum Renewal in Legal Education project. The project sought to develop a principled framework for renewing the final year of tertiary legal education in Australia. Capstone experiences were chosen as the most appropriate mechanism for assisting final year students to manage the transition process. Thoughtfully designed capstones assist students to integrate and synthesise their learning over their entire degree programme, facilitate closure on the undergraduate experience, and assist students to transition from student to emerging professional. We discuss the importance of addressing final year students’ transitional needs and explain how the principle facilitates this process. Although the framework has been developed specifically for legal education in Australia its approach enables transferability across disciplines and institutions. The framework addresses criticisms that universities and law schools are not meeting the needs of final year students by preparing them for the transition to graduate life in a complex and uncertain world.

Citation Information
Des Butler, Sandra Coe, Rachael Field, Judith McNamara, et al.. "Embodying life-long learning: Transition and capstone experiences" Oxford Review of Education Vol. 43 Iss. 2 (2017) p. 194 - 208 ISSN: 0305-4985
Available at: http://works.bepress.com/rachael-field/12/