Full bibliographic details must be given when referring to, or quoting from full items including the author's name, the title of the work, publication details where relevant (place, publisher, date), pagination, and for theses or dissertations the awarding institution, the degree type awarded, and the date of the award.
Full bibliographic details must be given when referring to, or quoting from full items including the author's name, the title of the work, publication details where relevant (place, publisher, date), pagination, and for theses or dissertations the awarding institution, the degree type awarded, and the date of the award.
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.
Work-based learning is used and assessed in higher education a variety of ways. In this paper we look particularly at the differences between the assessment of WBL when it is constructed as a field of study, i.e., using generic and transdisciplinary criteria and when it is constructed as a mode of study, i.e., when it is assessed using subject specific criteria but the criteria have been met through work-based practice. We draw data from a workshop that took place at a Universities Association for Lifelong Learning (UK) WBL conference that aimed to codify the various types of work-based learning being practiced in UK higher education and to ascertain how these are presently being assessed. We also drew data from our own experience as practitioners running international programmes in higher education WBL. Most universities approached WBL as a mode of learning, however there were a few who approached WBL as a field of study and some others that used both approaches to assessment. We conclude that the field of study approach to assessing WBL more closely matches the learning experience of the work-based students.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.