ABSTRACT
Readers undoubtedly will agree with the sentiments expressed above, as would students reflecting on their desired role for their supervisors in the supervision of projects and dissertations. But how is such a fine balance achieved, and is it really possible for a supervisor to attain the ideal of knowing when to be ‘hands on’ and when to be ‘hands off’? This chapter seeks to explore this question, first, by providing a background to the use of projects and dissertations in undergraduate teaching (for an exploration of postgraduate dissertation supervision see Taylor, 2001), moving on to consider a working definition; and second, by mapping out the terrain-that is, the key issues supervisors need to think through and be clear about prior to introducing such a strategy for promoting learning; then, finally, summarizing the key management and interpersonal skills required of the supervisor in order to promote efficient and effective supervision of projects and dissertations.
