Practice‐based Doctorates and Questions of Academic Legitimacy

Candlin, Fiona

doi:10.1111/1468-5949.00206

Cited by 58 publications

(30 citation statements)

References 1 publication

(1 reference statement)

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“…Royal Society of Canada, 1991;De Wied, 1991;Bowen & Rudenstine, 1992;ZuberSkerritt & Ryan, 1994), and a UKspecific literature has also proliferated (Burgess, 1996). This period has also witnessed the rapid growth of practicebased research degrees in art and design in the UK (Painter, 1996;Candlin, 2000). Although there has undoubtedly been an advance in knowledge about doctoral students in the disciplines falling within the natural sciences, social sciences and humanities (Burgess, 1994;Delamont et al, 1997;Graves & Varma, 1997), this does not hold for empirical studies of students undertaking practicebased research degrees in art and design.…”

Section: Introductionmentioning

confidence: 99%

Artistry and analysis: student experiences of UK practice‐based doctorates in art and design

Allen‐Collinson

2005

International Journal of Qualitative Studies in Education

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During the last decade, doctoral education has been the focus of much international academic attention. This period has also witnessed the rapid growth of practicebased research degrees in art and design in the UK. Todate, however, there has been no extensive empirical research on the subjective experiences of students undertaking this form of doctorate in art and design. This paper, based upon qualitative interviews with 50 UK students at 25 different institutions, seeks to examine from a sociological perspective the occupational lifeworlds of these students, and the risks they take in choosing to study for a doctorate. It explores some of the narratives which students generated during their often faltering and difficult transformational journey from 'creator' to 'creatorresearcher' during the process of the research degree, focusing in particular upon the perceived tensions and contradictions between their artistry and analysis.

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Section: Introductionmentioning

confidence: 99%

Artistry and analysis: student experiences of UK practice‐based doctorates in art and design

Allen‐Collinson

2005

International Journal of Qualitative Studies in Education

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“…As Candlin describes it, "the attempt to negotiate these expectations by making practice-based Ph.D.s academically respectable through the introduction of textual commentary […] actually reinforces the distinction between them. " 63 While the requirement for writing may prompt reflection and criticality, a wellwritten academic text can also hide a multitude of aesthetic sins in the material investigation, leading to work that, at best, provides an illustration of certain theory and a profound lack of operationality in its own disciplinary domain. 64 This is not to disagree with Macleod and Holdridge's view that, in general, the requirement for writing has "added greater depth, perception and dimension to the research process. "…”

Section: Artistic Research and The Question Of Knowledgementioning

confidence: 99%

Artistic Research in the Future Academy

Butt¹

2017

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Borgdorff notes a "liberalization" of what is understood as research in the academic world, quoting the definition given by the European Joint Quality Initiative in its "Dublin descriptor" for third-cycle education:The word [research] is used in an inclusive way to accommodate the range of activities that support original and innovative work in the whole range of academic, professional and technological fields, including the humanities, and traditional, performing, and other creative arts. It is not used in any limited or restricted sense, or relating solely to a traditional "scientific method". 2A much broader range of activity than traditional scientific research is clearly identified here, even if it contains shadows of the research, science and technology policy histories that 07909_Ch03_p69-92.indd 71

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“…The tools and forms of communication being introduced into educational research methodology right now, such as image making, metaphor and autobiography, open up exciting possibilities for them to explore ways of integrating their discipline into action research methodology. There is a growing body of writing about practice-based research in art and design (McNiff, 1998;Candlin, 2000). More dialogue between educational action researchers and researchers in art and design could prove fruitful.…”

Section: Reflection On Why and How Art Teachers Do Action Researchmentioning

confidence: 99%

Art teachers and action research

Mason¹

2005

Educational Action Research

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The qualitative educational research literature is increasingly advocating the use of literary/artistic techniques. This article describes and evaluates educational action researches by three art teachers, and questions why they have not capitalised methodologically on their artistic expertise.Analysis of commonalities in practitioner-based research in education and practice-based research in art and design reveals significant differences in these two paradigms however. Whereas artists and educational researchers both engage in qualitative problem solving and may use the same kinds of materials and tools, they develop different kinds of hypotheses, look for different sorts of evidence and apply different quality controls.

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Practice‐based Doctorates and Questions of Academic Legitimacy

Cited by 58 publications

References 1 publication

Artistry and analysis: student experiences of UK practice‐based doctorates in art and design

Artistry and analysis: student experiences of UK practice‐based doctorates in art and design

Artistic Research in the Future Academy

Art teachers and action research

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