HomeAnnotated BibliographiesCapstone Experiences How Two Australian Universities Achieved "Capstones for All": A Change Management Perspective Share: Section NavigationSkip section navigationIn this sectionAnnotated Bibliographies Capstone Experiences Conditions for Meaningful Learning Global Learning Internships Learning Communities Mentoring Service-Learning Student-Faculty Partnership Undergraduate Research Work-Integrated Learning Writing Transfer In and Beyond the University Reference List Entry:von der Heidt, Tania, Carol Van Zile-Tamsen, David I. Lewis, Janet Bean, and Christina Beaudoin. 2023. "How Two Australian Universities Achieved "Capstones for All": A Change Management Perspective." In Cultivating Capstones: Designing High-Quality Culminating Experiences for Student Learning, edited by Caroline J. Ketcham , Anthony G. Weaver and Jessie L. Moore, 99-112. Elon, NC: Elon University Center for Engaged Learning.About this Book Chapter:This chapter describes the evolution of the capstone requirement at the two Australian universities, which require all students to undertake a capstone experience in their undergraduate degree. Institutional leaders with knowledge of history and practice of capstones within each of the two Australian institutions committed to capstones were interviewed. Both universities are Melbourne-based: the top-ranked, Group of Eight (sandstone) University of Melbourne and the lower-ranked, innovative research-oriented La Trobe University. Our prompt was: “Tell me the story of capstones at your institution.” Results explore why and how these institutions developed a strong commitment to capstones in curriculum. In this way, the chapter aims to deepen our understanding of how institutions manage the change process for introducing and sustaining capstones. Overall, these stories reveal the complex forces driving capstone change, implementation and perceived success. The insights provided offer lessons for whole-of-institution capstone design, implementation and maintenance.