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.
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Title
From project supervision to advising: new conceptions of the practice
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.
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