There is increasing interest in how the academy manages the transition of creative arts HDR candidates from apprentice to peer, but also concern about the processes, practices and policies associated with this area of research training. In a recent OLT-funded project we investigated policy expectations, expert and peer beliefs and expectations, and examiners’ practice, and canvassed the creative arts academic community for their recommendations on best practice in the examination of creative arts doctorates. This paper explores our findings, suggesting ways in which the national creative arts academy might address the (perceived) lack of standards in examination, and the (perceived) inequity within and between disciplines, while continuing to value differences and preserve the integrity of each art form.
|Title of host publication||The CALTN Papers : The Refereed Proceedings of the Creative Arts Learning and Teaching Network Symposium 2013|
|Place of Publication||Hobart|
|Publisher||Tasmanian College of the Arts|
|Number of pages||25|
|Publication status||Published - 2013|
|Event||Creative Arts Learning and Teaching Network Symposium, CALTN 2013 - Hobart, Hobart, Australia|
Duration: 14 Feb 2013 → 15 Feb 2013
|Conference||Creative Arts Learning and Teaching Network Symposium, CALTN 2013|
|Period||14/02/13 → 15/02/13|
WEBB, J., BURR, S., & Brien, D. L. (2013). "Standards, not standardisation": examining the creative arts doctorate in Australia. In J. Holmes (Ed.), The CALTN Papers : The Refereed Proceedings of the Creative Arts Learning and Teaching Network Symposium 2013 (pp. 36-60). Hobart: Tasmanian College of the Arts.