Development degrees have begun experimenting with real-life consultancy projects carried out by students for external clients in the development sector. Students, concerned about their ‘employability’, flock to these programmes due to their promises of hands-on, professionalizing experience. Surprisingly, these developments have not yet triggered a major reflection on what this teaching device means for the way our students are educated. I address this gap by critically examining their functioning, the different actors and their motivations and incentives. I argue that the introduction of development organizations into the teaching relationship challenges three core academic principles: scientificity, fairness and ethics. Drawing on my experience of managing a consultancy project module, I discuss the extent to which departments can address them.

开发学位已经开始尝试由学生为开发部门的外部客户开展的现实生活中的咨询项目。学生们担心自己的“就业能力”，由于他们承诺提供实践和专业化的经验，因此涌向这些项目。令人惊讶的是，这些发展尚未引发对这种教学设备对我们学生的教育方式意味着什么的重大反思。我通过批判性地检查它们的功能、不同的参与者及其动机和动机来解决这一差距。我认为将发展组织引入教学关系挑战了三个核心学术原则：科学性、公平性和道德性。借鉴我管理咨询项目模块的经验，我讨论了部门可以解决这些问题的程度。