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From project supervision to advising: new conceptions of the practice

journal contribution
posted on 01.01.2007, 00:00 authored by David BoudDavid Boud, Carol Costley
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.

History

Journal

Innovations in education and teaching international

Volume

44

Issue

2

Pagination

119 - 130

Publisher

Taylor & Francis

Location

London, Eng.

ISSN

1470-3297

eISSN

1470-3300

Language

eng

Publication classification

C1.1 Refereed article in a scholarly journal

Copyright notice

2007, Taylor & Francis