From project supervision to advising: New conceptions of the practice

Boud, D; Costley, C

From project supervision to advising: New conceptions of the practice

Boud, D

Costley, C

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Publication Type:: Journal Article
Citation:: Innovations in Education and Teaching International, 2007, 44 (2), pp. 119 - 130
Issue Date:: 2007-05-01

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Field	Value	Language
dc.contributor.author	Boud, D https://orcid.org/0000-0002-6883-2722	en_US
dc.contributor.author	Costley, C	en_US
dc.date.issued	2007-05-01	en_US
dc.identifier.citation	Innovations in Education and Teaching International, 2007, 44 (2), pp. 119 - 130	en_US
dc.identifier.issn	1470-3297	en_US
dc.identifier.uri	http://hdl.handle.net/10453/5044
dc.description.abstract	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.	en_US
dc.relation.ispartof	Innovations in Education and Teaching International	en_US
dc.relation.isbasedon	10.1080/14703290701241034	en_US
dc.subject.classification	Education	en_US
dc.title	From project supervision to advising: New conceptions of the practice	en_US
dc.type	Journal Article
utslib.citation.volume	2	en_US
utslib.citation.volume	44	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	13 Education	en_US
dc.location.activity	ACMI Cinema Theatre, Federation Square, Melbourne
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
utslib.copyright.status	open_access
pubs.issue	2	en_US
pubs.publication-status	Published	en_US
pubs.volume	44	en_US

Abstract:

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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http://hdl.handle.net/10453/5044