Skip to main content
Article
Learning advising practice and reform: a perspective from the University of Wollongong, Australia
Journal for Educational Reform
  • Alisa Percy, University of Wollongong
  • Bronwyn James, University of Wollongong
  • Jeannette Stirling, University of Wollongong
  • Ruth Walker, University of Wollongong
Document Type
Journal Article
Publication Date
1-1-2004
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.

RIS ID
11790
Citation Information
Alisa Percy, Bronwyn James, Jeannette Stirling and Ruth Walker. "Learning advising practice and reform: a perspective from the University of Wollongong, Australia" Journal for Educational Reform Vol. 9 Iss. 4 (2004) p. 22 - 38
Available at: http://works.bepress.com/bronwyn_james/2/