From project supervision to advising: new conceptions of the practice Boud,D and Costley,C 2007, From project supervision to advising: new conceptions of the practice, Innovations in education and teaching international, vol. 44, no. 2, pp. 119-130, doi: 10.1080/14703290701241034. Attached Files Name Description MIMEType Size Downloads Title From project supervision to advising: new conceptions of the practice Author(s) Boud,D orcid.org/0000-0002-6883-2722 Costley,C Journal name Innovations in education and teaching international Volume number 44 Issue number 2 Start page 119 End page 130 Total pages 12 Publisher Taylor & Francis Place of publication London, Eng. Publication date 2007 ISSN 1470-3297 1470-3300 Summary Project work has been a common feature of undergraduate degree programmes for many years. While it has been named in a variety of ways, it typically involves students undertaking a substantial learning activity that is partly self‐initiated and managed. More recently, programmes organised around the idea of work‐based learning partnerships have emerged. These can be regarded as programmes that rely on significant amounts of work‐based project work. This paper examines the implications of practices in these new programmes for project advising more generally. It argues that the conception of the role of academics in project work needs to change from one focused on project supervision to one of learning adviser. It identifies key features of this practice and discusses differences in advising from one context to another. It suggests that the activities in which academics engage need to be reappraised and that the skills and knowledge of those acting in the role of adviser be extended. Language eng DOI 10.1080/14703290701241034 Field of Research 130103 Higher Education 130303 Education Assessment and Evaluation Socio Economic Objective 930101 Learner and Learning Achievement HERDC Research category C1.1 Refereed article in a scholarly journal Copyright notice ©2007, Taylor & Francis Persistent URL http://hdl.handle.net/10536/DRO/DU:30071845 Document type: Journal Article Collection: Centre for Research in Assessment and Digital Learning (CRADLE) Related Links Link Description Connect to published version Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Fri, 27 Mar 2015, 14:24:11 EST Sat, 28 Mar 2015, 04:03:51 EST Sat, 28 Mar 2015, 05:11:23 EST Thu, 02 Apr 2015, 10:48:46 EST Wed, 08 Apr 2015, 11:40:28 EST Mon, 22 Jun 2015, 14:43:18 EST Wed, 07 Sep 2016, 08:51:28 EST Sat, 13 Jan 2018, 01:44:04 EST Tue, 23 Jan 2018, 11:07:00 EST Filtered Full Citation counts:   Cited 32 times in TR Web of Science Cited 35 times in Scopus Search Google Scholar Access Statistics: 207 Abstract Views, 0 File Downloads  -  Detailed Statistics Created: Fri, 27 Mar 2015, 14:24:11 EST

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