Some points from the summary of <Art and Design Practised-Based Research Degree Supervision> by John Hocky
This article is about the supervision in Art and Design Practise-Based Research Degree. The principal characteristic of this degree is the combination between creative work with a written thesis. At the same time, supervisors must meet the challenge of guiding their students and help them complete their degree. This article is based upon the date which came from qualitative interviews. The participants of the interviews contains 50 research supervisors based at 25 higher education institutions in UK. The date analysis was carried out by the constant comparative method.
At first, John introduced the main job of supervisors. The first important job is to overall manage student’s programme of study. Secondly, they should pass on to the student knowledge about research practices. John also maintains the supervision could be conceptualized as craft, and no one could learn how to supervise without experiencing a process which usually takes at least 3 years. As a social process, John also think the research supervision is both a complex and contingent practice. The date revealed that the major problem for the students was the particular combination, as many of the students have difficulties in academic writing. So the supervisors have to help them realize the need for a different form of documenting practice. And some students couldn’t do the practice well as they paid much more concern with theoretical and conceptual matters. In this case, supervisor could point out the primacy of practice and to suggest ways forward.
Besides, John mentioned the supervisors should have a very important ability to explore and envisage the possibilities in the research degree process. It not only means they should have an initial evaluation of the project, but also means they have to develop the shape of the overall project. They should build the blocks which could give the combination its final structure. As many students had little training or experience in the practices of research, the supervisors paid much attention to facilitate their students a research vision. They encouraged students to develop a particular, academic way of seeing, or applied directly to student’s work, in order to develop the student’s ability of writing analytically.
Finally, John said the practices of supervisors are not independent but operate in an international way, which makes the training programme get a form of mentorship. It’s obviously that the effective mentorship is imperative, as by this means that craft knowledge is best communicated. But John also said the practice-based art and design research degree is in an early stage of development in the UK now, and the resources for mentorship are inadequate. But it doesn’t mention which kind of condition is needed by this mentorship. And it also doesn’t mention why the resources for mentorship are inadequate.
This article is about the supervision in Art and Design Practise-Based Research Degree. The principal characteristic of this degree is the combination between creative work with a written thesis. At the same time, supervisors must meet the challenge of guiding their students and help them complete their degree. This article is based upon the date which came from qualitative interviews. The participants of the interviews contains 50 research supervisors based at 25 higher education institutions in UK. The date analysis was carried out by the constant comparative method.
At first, John introduced the main job of supervisors. The first important job is to overall manage student’s programme of study. Secondly, they should pass on to the student knowledge about research practices. John also maintains the supervision could be conceptualized as craft, and no one could learn how to supervise without experiencing a process which usually takes at least 3 years. As a social process, John also think the research supervision is both a complex and contingent practice. The date revealed that the major problem for the students was the particular combination, as many of the students have difficulties in academic writing. So the supervisors have to help them realize the need for a different form of documenting practice. And some students couldn’t do the practice well as they paid much more concern with theoretical and conceptual matters. In this case, supervisor could point out the primacy of practice and to suggest ways forward.
Besides, John mentioned the supervisors should have a very important ability to explore and envisage the possibilities in the research degree process. It not only means they should have an initial evaluation of the project, but also means they have to develop the shape of the overall project. They should build the blocks which could give the combination its final structure. As many students had little training or experience in the practices of research, the supervisors paid much attention to facilitate their students a research vision. They encouraged students to develop a particular, academic way of seeing, or applied directly to student’s work, in order to develop the student’s ability of writing analytically.
Finally, John said the practices of supervisors are not independent but operate in an international way, which makes the training programme get a form of mentorship. It’s obviously that the effective mentorship is imperative, as by this means that craft knowledge is best communicated. But John also said the practice-based art and design research degree is in an early stage of development in the UK now, and the resources for mentorship are inadequate. But it doesn’t mention which kind of condition is needed by this mentorship. And it also doesn’t mention why the resources for mentorship are inadequate.