ABSTRACT
The issues in this case concern the role of a learning skills adviser in a major faculty initiative explicitly to teach and assess generic or lifelong learning skills.
Background
This case occurred in a faculty of a large Australian university. The faculty concerned had six discipline-based departments and about 10,000 students based on five Australian campuses. Bill had been the Associate Dean, Undergraduate Teaching, for three years. Cheryl has been the Faculty Transition and Generic Skills Adviser on a part-time basis for three years and was also the faculty learning skills adviser on the largest campus. She had worked in the field of student learning support for more than a decade.
