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.
