Using a blended approach to facilitate postgraduate supervision.

Authors: de Beer, Marie; Mason, Roger

Source: Innovations in Education & Teaching International, Volume 46, Number 2, May 2009 , pp. 213-226(14)

Publisher: Routledge, part of the Taylor & Francis Group


This paper explores the feasibility of using a blended approach to postgraduate research-degree supervision. Such a model could reduce research supervisors’ workloads and improve the quality and success of Masters and Doctoral students’ research output. The paper presents a case study that is based on a framework that was originally designed for blended learning activities. It is based on supporting different types of interaction between postgraduate research students and their supervisors. The findings show that a blended approach to postgraduate supervision improves the supervision process, reduces the administrative workload of the supervisor, and creates a dynamic record of the supervision process. The results to date imply that traditional supervision practice needs to be revisited and modified to include digital procedures. The research project is in its infancy and, since at least three years is necessary for the completion of postgraduate degrees, this paper reports only on the first two stages of the research project.

Keywords: blended learning; postgraduate supervision; postgraduate research

Document Type: Research article

DOI: 10.1080/14703290902843984

Affiliations: 1: Durban University of Technology, Durban, South Africa 2: Durban University of Technology, Durban, South Africa,University of Wolverhampton Business School, Wolverhampton, UK

Changing postgraduate supervision practice: a programme to encourage learning through reflection and feedback.

Authors: Angela Brew; Tai Peseta

Source: Innovations in Education & Teaching International, Volume 41, Number 1, February 2004 , pp. 1-33(33)

Publisher: Routledge, part of the Taylor & Francis Group


New research training agendas necessarily bring with them renewed attention on the professional development of research supervisors. This paper charts specific aspects of the University of Sydney’s Postgraduate Supervision Development Programme, particularly the development of a new innovation called the Recognition Module. The Recognition Module invites research supervisors to develop an online case study of their supervision practice as a form of professional academic development. To this end, we showcase the work of two supervisors who have engaged with the Recognition Module, and note the qualitative changes in their thinking about supervision. Further, we argue that the Recognition Module works to develop three sorts of processes–first, it provides institutions with a way of recognizing and rewarding those who partake in ongoing development activities; second, it provides evidence that development and change has taken place; and third, it provides individual research supervisors themselves with initial information about how best to structure their supervision in order to guide students toward timely completion.

Document Type: Research article

DOI: 10.1080/1470329032000172685

Affiliations: 1: University of Sydney Australia

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

Author: Jacquelyn Allen Collinson a

Affiliation: a University of Gloucestershire, UK

DOI: 10.1080/09518390500298196

Publication Frequency: 7 issues per year

Published in: International Journal of Qualitative Studies in Education, Volume 18, Issue 6 November 2005 , pages 713 – 728

Subject: Research Methods in Education;


During the last decade, doctoral education has been the focus of much international academic attention. This period has also witnessed the rapid growth of practice-based research degrees in art and design in the UK. To date, 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 on qualitative interviews with 50 UK students at 25 different institutions, seeks to examine from a sociological perspective the occupational life-worlds of these students, and the risks they take in choosing to study for a doctorate. It explores some of the narratives that students generated during their often faltering and difficult transformational journey from ‘creator’ to ‘creator-researcher’ during the process of the research degree, focusing in particular upon the perceived tensions and contradictions between their artistry and analysis.

Rethinking the Contemporary Art School The Artist the PhD  and the Academy

Rethinking the Contemporary Art School: The Artist, the PhD and the Academy

Edited by Brad Buckley and John Conomos

Su Baker / Bruce Barber / Mikkel Bogh / Juli Carson and Bruce Yonemoto / Edward Colless / Jay Coogan / Luc Courchesne / Sara Diamond / Lauren Ewing / Gary Pearson / Bill Seaman / Jeremy Welsh

Product details:
Softcover, 234 pages, 6 x 9″
ISBN: 978-0-919616-49-3 (paper)
Price: $25.00
Publication Date: Fall 2009

Table of contents/excerpt (PDF)

Like any good anthology about the teaching of art, this one is far from homogeneous in its tone. With reports from Australia, Canada, Norway, Denmark and the United States, the editors offer a lively conversation amongst an international array of contributors. Cover to cover, it’s a lot like a spirited—and often fractious—CAA panel, with the “chair” (in this case the editors), offering a strong point of view without squelching the other voices. Rethinking the Contemporary Art School goes to the heart of the debates and discussions about what it means to teach art in the 21st century.
– Lisa Steele, artist, Professor and Associate Chair, Department of Art, University of Toronto and Graduate Programme Director, Masters of Visual Studies, University of Toronto.

Rethinking the Contemporary Art School examines the reasons for the art school and its continued existence, its role in society and what should be taught and learned in the context of what is now a globalised art world. The book considers different art school models—innovative graduate programs, independent stand-alone schools and art schools which are departments or schools of major research universities and the problems they face operating in what James Elkins describes as “marginalized in university life.” Rethinking the Contemporary Art School sheds light on the debates surrounding the appropriate terminal degree for university-level teaching in the arts and concludes with essays on new media, examining whether the contemporary art school offers the right context for this discipline. The anthology includes contributions from Su Baker, Bruce Barber, Mikkel Bogh, Juli Carson and Bruce Yonemoto, Edward Colless, Jay Coogan, Luc Courchesne, Sara Diamond, Lauren Ewing, Gary Pearson, Bill Seaman, and Jeremy Welsh.

Practice as Research: Approaches to Creative Arts Inquiry (Hardcover)

by Estelle Barrett (Author), Barbara Bolt (Author)

Publisher: I B Tauris & Co Ltd (30 April 2007)

Language English

ISBN-10: 1845114329

ISBN-13: 978-1845114329

Product Description

Practice-led research is a burgeoning area across the creative arts, with studio informed doctorates frequently favoured over traditional approaches to research. ‘Practice as Research: Approaches to Creative Arts Enquiry’ is specifically designed as a training tool and is structured on the model used by most research programmes. A comprehensive introduction lays out the book’s framework and individual chapters provide concrete examples of studio-based research in art, film and video, creative writing and dance. More than a handbook, the volume draws on thinkers including Deleuze, Bourdieu and Heidegger in its examination of the relationship between practice and theory demonstrating how practice can operate as a valid alternative mode of enquiry to traditional scholarship.

About the Author

Estelle Barrett is Senior Lecturer, School of Communication and Creative Arts, Deakin University, Australia. Barbara Bolt is Senior Lecturer in Visual Media, University of Melbourne, Australia. She is a practising artist and the author of Art Beyond Representation (I.B.Tauris).

Practice-led Research, Research-led Practice in the Creative Arts (Research Methods for the Arts and Humanities) (Paperback)

by Hazel Smith (Author, Editor), Roger T. Dean (Editor)

Publisher: Edinburgh University Press (29 Jun 2009)

Language English

ISBN-10: 0748636293

ISBN-13: 978-0748636297

Product Description

This book addresses one of the most exciting and innovative developments within higher education: the rise in prominence of the creative arts and the accelerating recognition that creative practice is a form of research. The book considers how creative practice can lead to research insights through what is often known as practice-led research. But unlike other books on practice-led research, it balances this with discussion of how research can impact positively on creative practice through research-led practice. The editors posit an iterative and web-like relationship between practice and research. Essays within the book cover a wide range of disciplines including creative writing, dance, music, theatre, film and new media, and the contributors are from the UK, US, Canada and Australia. The subject is approached from numerous angles: the authors discuss methodologies of practice-led research and research-led practice, their own creative work as a form of research, research training for creative practitioners, and the politics and histories of practice-led research and research-led practice within the university. The book will be invaluable for creative practitioners, researchers, students in the creative arts and university leaders. Key Features *The first book to document, conceptualise and analyse practice-led research in the creative arts and to balance it with research-led practice *Written by highly qualified academics and practitioners across the creative arts and sciences *Brings together empirical, cultural and creative approaches *Presents illuminating case histories of creative work and practice-led research

About the Author

Hazel Smith is a Research Professor in the Writing and Society Research Group at the University of Western Sydney. She is author of The Writing Experiment: strategies for innovative creative writing (2005( and Hyperscapes in the Poetry of Frank O’Hara (2000). Hazel is also a widely published writer, performer and new media artist. Her latest volume,The Erotics of Geography, 2008, is accompanied by a CD-Rom of works with Roger Dean. Roger Dean is a Research Professor in the MARCS Auditory Laboratories, University of Western Sydney. He has published five books on improvisation, and is a former university president and medical research institute director. A composer-improviser, he is the founder and director of the sound and intermedia ensemble austraLYSIS, of which Hazel is also a member.

Artists with PhDs: On the New Doctoral Degree in Studio Art (Paperback)

by James Elkins (Editor)

Publisher: New Academia Publishing, LLC (9 Mar 2009)

Language English

ISBN-10: 0981865453

ISBN-13: 978-0981865454

Vizualizing Research: A Guide to the Research Process in Art and Design [Illustrated] (Hardcover)

by Carole Gray (Author), Julian Malins (Author) “This book aims to guide postgraduate students in Art and Design through the research process …” (more)

Product Description

Visualizing Research guides postgraduate students in art and design through the development and implementation of a research project, using the metaphor of a ‘journey of exploration’. For use with a formal programme of study, from masters to doctoral level, the book derives from the creative relationship between research, practice and teaching in art and design. It extends generic research processes into practice-based approaches more relevant to artists and designers, introducing wherever possible visual, interactive and collaborative methods. The Introduction and Chapter 1 ‘Planning the Journey’ define the concept and value of ‘practice-based’ formal research, tracking the debate around its development and explaining key concepts and terminology. ‘Mapping the Terrain’ then describes methods of contextualizing research in art and design (the contextual review, using reference material); ‘Locating Your Position’ and ‘Crossing the Terrain’ guide the reader through the stages of identifying an appropriate research question and methodological approach, writing the proposal and managing research information. Methods of evaluation and analysis are explored, and finally strategies for reporting and communicating research findings are suggested. Appendices and a glossary are also included. Visualizing Research draws on the experience of researchers in different contexts and includes case studies of real projects. Although written primarily for postgraduate students, research supervisors, managers and academic staff in art and design and related areas, such as architecture and media studies, will find this a valuable research reference. An accompanying website includes multimedia and other resources that complement the book.

About the Author

Carole Gray is a Research Professor and Julian Mallins a Reader in Design at Gray’s School of Art, The Robert Gordon University, Aberdeen, Scotland. Both have PhDs and extensive experience of supervising and examining research degrees in art and design. Both are practitioners with a belief in the creative relationship between practice, teaching and research. A visual artist, Carole makes context specific artwork using new materials and technologies. She is currently involved in research that re-thinks the role of the artist in cultural processes (www As a designer and a maker Julian maintains a long-term interest in ceramics research, in particular how new technologies can support new models of craft practice. He is currently involved in a number of projects investigating web-based technologies for learning.


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