Abstract
In this chapter, we shall turn our attention to the most important aspect of the role of faculty members in students’ project work, i.e. their role as project supervisors. Project supervision has a history of over 40 successful years at Roskilde University. We begin with a brief discussion of different concepts regarding the role of faculty members supervising project work. Then we focus on the core framework for project work and supervision, i.e. the time and activity frame and the learning outcome that students must realize. This provides the basis for describing and discussing various aspects of supervision. We summarize the tasks associated with supervision in a model that shows: (a) the basic framework of project work, (b) the key supervisory tasks, and (c) other important support functions offered by the university for student project work. We will then describe the university’s efforts to train faculty members as supervisors. We finish the chapter by comparing the framework of project work and project supervision with the general educational strategy of Roskilde University.
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Andersen, A.S., Dupont, S. (2015). Supervising Projects. In: Andersen, A., Heilesen, S. (eds) The Roskilde Model: Problem-Oriented Learning and Project Work. Innovation and Change in Professional Education, vol 12. Springer, Cham. https://doi.org/10.1007/978-3-319-09716-9_8
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DOI: https://doi.org/10.1007/978-3-319-09716-9_8
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