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
Author(s) Boud,DORCID iD for Boud,D
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
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
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