From project supervision to advising: new conceptions of the practice

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.

Assessment guiding learning: developing graduate qualities in an experiential learning programme

“…Due to the timeliness of the E-logs, advisors in the form of tutors can guide learning and, if necessary, intervene if issues arise with their reflections or placement (Boud & Costley 2007). In an effort for differentiation, the E-logs are written whilst participating in the placement, allowing changes to be made and experiences to be modified, as the student is still living in the experience.…”

“…Therefore all assessments are conducted and graded by academic facilitators of the programme. This also overcomes issues with multiple and untrained markers (Brodie & Irving 2007;Fell & Kuit, 2003) as the academic advisors are educated in learning enquiry approaches and reflection principles to aid student development, along with assisting students make changes that will enhance their learning practice and contribution to the organisation (Boud & Costley, 2007). The following section explores the assessment and preparation mechanisms to enhance student learning opportunities for developing graduate qualities through their experience in the workplace.…”

Learning-by-doing as an approach to teaching social entrepreneurship

“…A synergistic learning platform (Collins, Smith and Hannon, 2006) involves various stakeholders -in this case students, social entrepreneurs, facilitators and business sponsorsbringing their own respective knowledge, skills and experiences to the learning path (Boud and Costley, 2007). This type of learning environment allows for the exploration of opportunities as well as the implementation of value creation (Rae, 2003(Rae, , 2009), but in which unsuccessful value creation is not penalized as it would be in the real world.…”

A Review of the Basic Elements, Organizational and Theoretical Foundations of Work-Based Learning (Wbl) in the Higher Education

“…При этом педагогические подходы и методы обучения столь же важны, как и со-держание образовательной программы и учебного плана. Поэтому возникает необходимость создавать специальные курсы повышения квалификации преподавателей и тьюторов, чтобы они были информированы обо всех но-винках и изобретениях в секторах экономики, соответствующих преподава-емым ими дисциплинам [7][8].…”

“…Осуществление программ ОСР обычно требует более разнообразного набора методик, чем это необходимо в традиционных программах обуче-ния и программах получения конвенциальных ученых степеней [7][8]. Опыт некоторых британских и австралийских университетов, практику-ющих OCР [9], показывает, что действия тьютора при данном формате обучения включают:…”