This study examines the design and implementation of a capstone project in an undergraduate Information Technology (IT) program at a public university in Malaysia. Using the 2018 Ornstein and Hunkins’ curriculum approaches— content, process, and product—this research analyzes the perspectives of both faculty and students. Through semi-structured interviews, five key themes emerged: Articulation of Objectives, Roles, and Responsibilities (Curriculum Approach: Content); Continuation and Sequence (Curriculum Approach: Process); Integration of Theory and Practice (Curriculum Approach: Process); Responsibility of Learning (Curriculum Approach: Product); and Alignment of Technical Guidance and Supervision (Curriculum Approach: Product). The findings reveal significant gaps in course progression, a mismatch between students’ skills and assigned projects, and unclear supervisor roles and responsibilities. These issues hinder students' ability to take responsibility for their learning and fully apply theoretical knowledge in practical settings. Recommendations are provided to improve curriculum design, clarify supervisory roles, and ensure better alignment of capstone projects with students’ capabilities. This study contributes to the ongoing discourse on capstone project implementation, offering insights into how IT programs can better prepare students for the workforce. © 2024, Southeast Asian Association for Institutional Research. All rights reserved.
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