There have been an increasing number of undergraduate and postgraduate students doing capstone research projects (especially in vocation, occupational education, and postgraduate education) held by universities in the world. One may wonder:
1. How is research knowledge embodied in capstone research projects in vocation education and postgraduate education qualitatively different from or similar to those in formal academic research-based dissertations in MPhil and Ph.D. studies?
2. What are the implications of such capstone research projects for the continous development of undergraduate and postgraduate students in research methodology and further studies?
3. How is the supervision of capstone research projects in the former courses (e.g. in BEd. BSci., BBA, B.Soc.Sci, MA, MBA, MSc., DBA) qualitatively different from or similar to that of the latter ones (like MPhil and Ph.D.) in formal studies?
4. How would universities and other tertiary education institutes recognize the values of capstone research projects in higher education? Similar to or different from formal academic research-based dissertations in MPhil and Ph.D. studies?
5. How can we devise a taxonomy framework to categorize all types of research knowledge in capstone research projects and formal academic research-based dissertations, epistemologically speaking? If so, how is such taxonomy important to higher education / higher education research?
I would like to seek answers from global members of ResearchGate for the time being. Does anyone address such questions or related research issues before? Could you guide me to go forward?
I am going to spend a few years doing some research to answer parts of the above research questions.
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