Business Capstone Project: Activities, Reflections, and Learning Outcomes

Running head: BUSINESS CAPSTONE PROJECT
BUSINESS CAPSTONE PROJECT
Student’s Name
University Name
Author’s Note

2BUSINESS CAPSTONE PROJECT
Table of Contents
Part A - Activities completed.....................................................................................................3
Part B – Self Reflection commentary and criticism on each activity and you’re learning........6
Part C – Self Reflection commentary and criticism on your learning outcomes from working
in a team.....................................................................................................................................9
Reference List and Bibliography.............................................................................................12

3BUSINESS CAPSTONE PROJECT
Part A - Activities completed
In the first week, the four Capstone skills were conveyed to the students. Followed by
this, a strategic management session was carried out which demonstrated the implementation
of the skills learned to a real life scenario. The specialisation skills that were taught during
the first week helped us to develop business action plans for real life scenarios experienced
by business organisations. This weekly session have been conveyed from the end of the
university to make the students develop essential business, academic as well as cultural skills
that are of utmost requirement in the context of international business management. During
this week, emphasis have been given on both- strategic leadership as well as strategic
management and also aimed at including the prospect of critical thinking. Critical thinking
have been taught to the students by making analysis an assessment of the strategic plans
implemented by the companies. Based on the organisational contexts of the students, this
weekly activity requires each student to develop a plan for personal development. The
activities in the first week have been prepared, based on the following objectives:
 Demonstrate how the students have understood and are able to use their skills of
strategic leadership and are able to deal with the real life challenges in the
workplaces.
 Demonstrate the level of understanding of the elements of a strategic plan and its
impact in context to how well critical thinking have been implemented in the strategic
planning
 Create a business plan that makes proper demonstration of the skills of strategic
thinking in the context of the major problems faced by an organisation.
 The final outcome is: prepare, assess and deliver a professional strategic plan

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In the next week, the topic chosen was development of competitive advantage through
strategic knowledge. In this context, how information management contributes to competitive
advantage was described in detail and the models on competitive advantage like Porter’s
model for cost differentiation, cost leadership as well as focus strategic was described to us.
In the following stage the lecturer conveyed to us the strengths and limitations of the above
described models (Palinkas et al. 2015). The students were also taught the various aspects
regarding how to make the competitive advantage sustainable.
The activities of the third were aimed at developing strategic Knowledge regarding
Operations and Marketing. In this context, the Resource based theory of marketing was
critically discussed in the session. The lecturer through various day to day activities made us
understand how the firms use the methodology of this theory to exploit the full competitive
potential of their inherent capabilities (Bhatt et al. 2015). We were also made acquainted with
the theoretical as well as the empirical insights in to the relative impacts of the multiple
market based resources regarding the performance across various marketing contexts.
The fourth week focused on development of strategic knowledge regarding innovation
as well as growth. In this context we learned the theory of business model renewal and
ambidexterity as well as the Disruptive Machine model. The best learning outcome in this
context have been the concept of technological disruptions versus business model disruptions
(Zerfass et al. 2018). The complexities as well as uncertainties in these business contexts
have been highlighted by the instructor in this context.
The next week focuses on problem solving and the related business models. In this context, it
is essential to know that whether the focused business problem is a real business problem or
not. In a real context, it might so happen that a company is losing out in terms of sales
volume (Valentine, Nembhard and Edmondson 2015). However, it is possible that the actual