Most undergraduate students are still required to complete a project of some kind, often in their final year of study. However, levels of student satisfaction on project modules and student outcomes are subject to considerable variation. Project modules sometimes detract from rather than add value to the student experience. Published research in the sector focused on best practice in the supervision of undergraduate projects and dissertations is limited. Using a case study approach, this article considers recent academic staff development interventions focused on enhancing supervision practice from a series of workshops and webinars organised by the authors. The analysis draws from existing module evaluation data, an in-session e-voting tool and end of session written evaluations. It considers the nuances of undergraduate supervision, the challenges that stem from cultural differences between disciplines, and the kinds of challenges faced by students and their supervisors. It argues that supervision at UG level constitutes a separate and distinctive aspect of HE pedagogic practice, and involves inducting the student into a different and often ‘alien’ approach to learning. It provides what the authors hope are some useful reflections on practice and proposes opportunities for developing practice of supervision more widely within the sector at undergraduate level
