GG18_d2_7_3_carol_costley

1. New conception of teaching and
learning for advising (supervising)
work-based projects
Professor Dr Carol Costley
Director, Work and Learning
Research Centre

2. Negotiated Work Based Learning Projects
Negotiated learning and assessment to reflect the
context of specific areas of practice
Address real-life issues to enhance identified
aspects of professional practice
To promote innovative proposals for work/practice
development and change

3. Practitioner Inquiry
Identification of methods of inquiry to inform own
and/or others work/practice
Inform the planning and developing of projects,
inquiries or other work-based activity
Identification and critical appraisal of relevant
professional and other literature

4. Purpose of work-based projects
• Develop or change a tangible process or product outside the
academic community
• Ensure there is value in the project for the work situation and that
it has potential to meet academic standards at the right level
-Enhances practice
-Scientific and socially responsible
• Incorporates a tangible and useful outcome
• Ethical, sustainable, underpinned with h.e. knowledge of research
and development and critical thinking
• Often beyond disciplinary boundaries to meet needs of workplace
4

5. Three –way Learning Agreement
• Agreed project between university, student and
work place
• Learning outcomes
• the kind of project that may be undertaken in work,
• access to data,
• worthiness of the work to be undertaken for the
organisation or professional field.

6. Elements to consider for work-based
projects
• Knowledge is created and used rather than codified
• Driven by real-world and real-time imperatives
• Positionality of the worker
• Complexity of work situations
• Insider knowledge of worker who is also involved in
an enquiry project
• Situatedness- context of work and the students
position within that context
• Transdisciplinarity of work
• New epistemologies – for academics in these modes
of enquiry
6

7. The advisory role
• 3-way relationship: often mediated between candidate, adviser,
work situation
• Commonly involves parties other than the candidate, adviser and
work situation
• multi-mode contact; email, v.l.e., face to face, classroom/ lecture
• Negotiation of topic and process planned at start
• Products highly varied, but typically include reflective component
• Learner is an insider and becomes expert in subject area/context
• Adviser expert in frameworks/levels of achievement
• Adviser expert in epistemology of practice (including linking
knowledge)
• Adviser and candidate have distinct areas of expertise
7

8. Skills-base needed for Advising
• Understanding work and context,
• A learning consultancy,
• Transdisciplinary understanding,
• Knowledge of enquiry methods suitable for
researching and developing practice,
• How to engage students as reflective and
reflexive practitioners
• Reviewing skills, e.g. student self- assessment
. 8

9. Reliability and Validity of Assessments
Exams that are externalised from the characteristics
of the learner- so if the goal is to develop the person
and their practice not just their understanding and
application of subject content.
May include a practitioner involved in examination.
Cooper and Ord (2014)

10. Professional and personal
development
10

11. Bibliography
Armsby, P. (2011) Guest Editor ‘The impact of the Centres for Excellence
in Teaching and Learning on the development of work-related learning
in the UK’ Higher Education Skills and Work-based Learning Vol 1 No.
3
Boud, D. and Costley C. (2007) ‘From project supervision to advising:
new conceptions of the practice’ Innovations in Education and
Teaching International Vol 44 no 2 pp119-130
Coldham, S. and Armsby, P. Work-related and professional learning In H.
Pokorny and D. Warren Enhancing Teaching Practice in Higher
Education
Costley C. and Abukari, A. (2015) ‘The impact of work-based research
projects at postgraduate level’ Journal of Work-Applied Management
Vol 7 No 1 pp.3 – 14 ISSN: 1836-5159
Costley, C. (2015) ‘Educational Knowledge in Professional Practice: a
transdisciplinary approach’ In Transdisciplinary Professional Learning
and Practice, Ed. Paul Gibbs, Switzerland; Springer

12. Bibliography cont.
Costley C. and Armsby, P. (2007) ‘Work Based Learning Assessed as a Field or
a Mode of Study’ Assessment and Evaluation in Higher Education Vol 32 No
1 pp 21-33
Costley, C. and Nottingham, P. (2017) Revisiting search and review for work-
based projects. Innovations in Education and Teaching International . ISSN
1470-3297
Lester, S. and Costley, C. (2010) ‘Work-based learning at higher education
level: value, practice and critique’ Studies in Higher Education Vol 35 No. 5,
561-575
Siebert, S. and Costley, C. (2013) ‘Conflicting values in reflection on professional
practice’, Higher Education, Skills and Work-based Learning, Vol. 3 No 3.
pp156 – 167