Elevating Professional Skills Through Authentic, Scaffolded Learning in a Financial Planning Capstone

Authors

  • Elisabeth Sinnewe Queensland University of Technology, Brisbane, Australia

DOI:

https://doi.org/10.61190/fsr.v33i4.4084

Keywords:

Financial Planning Education, Authentic Learning, Capstone, Professional Skills Development, Industry Engagement

Abstract

This paper presents an evidence-based redesign of a financial planning capstone unit in an accredited Australian financial planning degree. Five innovations were introduced to strengthen students’ professional capability development: (1) an authentic, dynamic client case; (2) a practitioner-led workshop on client engagement; (3) layered scaffolding to support digital literacy and professional communication skills; (4) a redesigned assessment structure featuring role-based expert pitches evaluated by industry judges; and (5) structured teamwork supports to develop collaborative capability. The impact of the redesign was evaluated by triangulating student performance, student evaluations, thematic analysis of reflective accounts, and an independent expert peer review. Findings demonstrate improved communication, teamwork, and perceived job readiness, alongside stronger alignment between assessment tasks and real-world financial planning practice.

Author Biography

Elisabeth Sinnewe, Queensland University of Technology, Brisbane, Australia

Dr Elisabeth Sinnewe is an Associate Professor in the School of Accountancy at the QUT Faculty of Business and Law.

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Published

2025-12-15

How to Cite

Sinnewe, E. (2025). Elevating Professional Skills Through Authentic, Scaffolded Learning in a Financial Planning Capstone. Financial Services Review, 33(4), 37–47. https://doi.org/10.61190/fsr.v33i4.4084

Issue

Vol. 33 No. 4 (2025): Financial Services Review

Section

The Pedagogy of Financial Planning Special Issue

License

Copyright (c) 2025 Elisabeth Sinnewe

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