Learning advising practice and reform: a perspective from the University of Wollongong, Australia

Authors

Alisa Percy, University of WollongongFollow
Bronwyn James, University of WollongongFollow
Jeannette Stirling, University of WollongongFollow
Ruth Walker, University of WollongongFollow

RIS ID

11790

Abstract

The claim made in this paper is that higher education reform and learning advising practice are not simply part of a natural progression; rather, they are discursively constituted. To illustrate this argument we draw on the work of Michel Foucault to reflect on two iterations of learning advising practice in Learning Development at the University of Wollongong, Australia over the last decade. Our discussion will demonstrate how a multiplicity of discourses underpin educational reform and privilege particular learning advising practices in the Australian higher education context.

ANZSRC / FoR Code

130103 Higher Education