By focussing on PhD supervision as well as creativity, this paper explores how the artefact and exegesis PhD offers an opportunity to bring creative activity together with academic debate and intellectual rigour. In this context, the latter does not justify the former nor interpret it in an academic and theoretical way. Rather, acting together, the artefact and exegesis bridge the Cartesian binary, offer new models of knowledge to the academy, and enrich the artistic practices of the practitioners themselves. The creative practitioner thus brings to the academy new dimensions of what knowledge itself consists of and how this contributes to learning. Because this disputes the regular academic templates, it challenges the academy itself. The methodology I employ in this paper is one of narrativity that I call the ‘subjective academic narrative’, it practices the theory of academic knowledge as personal and draws together the Cartesian binary of the personal and the intellectual
This paper explores ways in which recognition and involvement of the story of self means that the “I” becomes
data and methodology. I also look at the ways in which such a narrative of knowledge can legitimately add to the
scholarly conversations within the academy. Increasingly, qualitative methodologies in the academy are looking
towards newer and more diverse understandings of the ways in which we explore ourselves in the process of
exploring ideas, practices, and scholarly questions so as to take an academic debate forward. This means that the
self as data has become a mine for exploration and increasing knowledge-production as a result of analytic
observation through the prism of self. It does not mean that there is a simple reductionist view of one’s own
observations as being significant in themselves alone. Rather, it is a recognition of the inevitability of the “I”
being involved in academic knowledge production
This paper is based upon a conceptual approach to making a scholarly addition to the privileged academic discourse. This paper develops the methodology of a subjective academic narrative to address the issue of academic collegiality that is being explored. This methodology involves a journey of intellectual enquiry into the work of the self as data. This subjective academic narrative is a response to the research question: 'in today's world of the subjective self and online interactions is collegiality possible or even desirable?'. The conceptual approach of this paper involves constructing a personal narrative arising from experience and reviewing academic literature regarding the possibly inherent discordance between collegiality and personal career development. The core business of the university may well be teaching undergraduate students, as this brings in the most sure and significant income, but if you want to get up the academic scale, you must also excel at the various demands of the promotions regulations. These involve proof of collegiality as well as personal aspects of teaching and learning, research, and management of courses, people and discipline areas. This paper explores whether or not such interactions are possible.
The position of this paper is to further the discussion on what constitutes academic assessment in the PhD by artefact and exegesis. In doing so, it explores some of the ideas that arose in setting up the PhD in creative writing at Swinburne University of Technology. Thus, I: • survey some of the questions that arise about the journeys made by the candidate, supervisor and examiner of the PhD in creative writing; • introduce discussion about what constitutes academic knowledge with particular reference to the PhD in writing at Swinburne University of Technology, Lilydale Campus; • bring to the fore multiple possibilities in understanding possible conceptualizations of legitimate scholarly, intellectual and cultural research; and • survey some ideas about research and/as creativity. In doing so, I provide the basis for discussion of the dynamic nature of research, and situate this discussion within the framework of assessment.
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