Impact of Collaborative Digital Tools on MBA Capstone Performance

Thesis Abstract

The rapid shift toward digitally mediated collaboration in business education has amplified the use of collaborative digital tools (CDTs) in MBA capstone projects, yet empirical evidence on their impact remains fragmented across programs and contexts. This study addresses the problem of unclear links between CDT usage and capstone performance, and how collaborative practices mediated by technology influence critical outcomes such as project quality, stakeholder satisfaction, and learning transfer. The aim is to evaluate the effect of CDT adoption on MBA capstone performance and to illuminate the mechanisms through which collaboration shapes project outcomes. Specific objectives are (1) to quantify the association between CDT intensity and capstone grade; (2) to identify how CDT-facilitated collaboration dimensions (coordination, communication, and knowledge sharing) predict project quality; (3) to examine the moderating role of team composition (multidisciplinary background, team size) on the CDT–performance relationship; (4) to explore students’ perceptions of CDT effectiveness and constraints; and (5) to propose an evidence-based framework for optimizing CDT use in MBA capstones. The study adopts a convergent parallel mixed-methods design, integrating quantitative analysis with qualitative insights to triangulate findings. The population comprises MBA capstone cohorts from five accredited schools offering a one-year MBA program, with a combined eligible population of approximately 520 students across two consecutive cohorts. A stratified random sample of 240 capstone projects will be drawn, with corresponding team-level data on CDT usage, project grades, and rubric-based quality scores. Quantitative data will be collected through instrumented logs from CDT platforms (e.g., Microsoft Teams, Trello, Miro), course assessment rubrics, and a structured survey administered to all participating students (n ? 240). Qualitative data will be obtained through semi-structured interviews with 30 project supervisors and 30 students, complemented by document analysis of capstone reports and supervisor feedback. Quantitative analysis will employ multiple regression to test the primary hypothesis that higher CDT intensity is positively associated with stronger capstone performance, controlling for prior academic achievement, team size, and discipline diversity. Mediation analyses will examine whether coordination, communication, and knowledge-sharing dimensions mediate this relationship, using PROCESS for SPSS. Moderation analysis will assess whether team composition variables alter the strength of CDT effects. Reliability of instruments will be evaluated with Cronbach’s alpha, and construct validity via confirmatory factor analysis. Qualitative data will be analyzed thematically using Braun and Clarke’s approach, with coding conducted in NVivo to extract patterns on perceived CDT benefits and barriers, and the alignment between practice and theory. A joint display will integrate quantitative and qualitative results to illuminate the interplay between CDT use and capstone outcomes. Anticipated findings include a positive association between CDT intensity and capstone performance, mediated by enhanced coordination and enriched knowledge exchange, particularly in multidisciplinary teams. The effect is expected to be stronger for smaller teams (3–4 members) and for projects with higher supervisor-scaffolded guidance. Qualitative insights are likely to reveal that features such as real-time collaborative editing, structured task boards, and integrated documentation reduce rework and improve stakeholder communication, while issues of tool fatigue, interoperability, and unequal participation may impede benefits. The study contributes to knowledge by empirically clarifying the mechanisms through which CDTs influence MBA capstone outcomes, offering a validated framework linking tool characteristics to collaborative processes and performance metrics. It extends theoretical work on computer-supported cooperative work (CSCW) and the sociotechnical perspective in business education by mapping CDT properties to specific capstone performance indicators. Practical implications include evidence-based recommendations for selecting CDT features, configuring team composition, and designing supervisor interventions to maximize learning transfer and project quality. The study concludes that strategic CDT integration, aligned with transparent governance and explicit collaboration norms, enhances capstone performance without increasing cognitive or administrative burden. Recommendations for program designers include standardized CDT playbooks, training for students and supervisors, and iterative assessment rubrics that capture collaboration quality alongside traditional outcomes. Further research should explore longitudinal effects of CDT proficiency on post-graduate professional performance and cross-disciplinary comparisons of CDT configurations.