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