Advancing Supervision for Artistic Research Doctorates Erasmus Project

Project Title

Advancing Supervision for Artistic Research Doctorates

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for higher education

Project Call Year

This project’s Call Year is 2018

Project Topics

This project is related with these Project Topics: New innovative curricula/educational methods/development of training courses; Quality Improvement Institutions and/or methods (incl. school development)

Project Summary

Approximately 280 institutions around the world offer third-cycle research degrees in the arts. The legal frameworks and organisational structures of that institutions vary widely, as well as the doctoral programmes and degrees they offer. Yet, they share the same vision, namely to realise doctoral programmes that enable candidates to make an original contribution to their discipline and to advance the field of artistic research by further developing themselves as both artists and researchers.

In 2016 The European League of Institutes of the Arts (ELIA) adopted the Florence Principles on the Doctorate in the Arts, a position paper that establishes a point of reference for doctoral education in artistic research. The paper identifies supervision as a key issue for facilitating good doctoral education and encourages institutions to establish a good supervision culture. Which in the quite young field of artistic research is a challenge as supervision does not have the same tradition it has in most other disciplines and – at the same time – a great opportunity.

The Strategic Partnership Project “Advancing Supervision for Artistic Research Doctorates” has addressed doctoral supervision as the core component in doctoral education, proposing a balanced set of approaches and tools to improve supervision on both a strategic and a practical level. Having been set up as a strategic partnership project within the European Union’s ERASMUS + funding scheme, the project consortium represents different types of higher art education institutions situated in a comprehensive range of national and local frameworks, ensuring the transnational and transdiciplinary perspective on the topic.

The project has very consciously approached the field of artistic research (doctorates) as braodly as possible instead of discussing individual disciplines in detail. Furthermore, the project has paid special attention to the triangular nature of doctoral supervision by emphasizing the (many) relationship(s) between doctoral candidate, supervisor and institution respectively university leaders and professionals in doctoral education responsible for the implementation of doctoral programmes. All outcomes have been developed in a way that they can be used by all three actors and at different stages of the supervision process.

The project has been implemented in three phases:

(Phase_1) In “Setting the Framework” the challenges, potentials and boundaries of doctoral supervision have been explored, aiming to come up with a working tool that takes the format of a mindmap to encourage the discussion about what supervision is – and what it is not. The second work package has dealt with questions related to the ethical and social values and conditions of art and research as well as the ethical and social responsibility of the artist and researcher.

(Phase_2) During “Distinguishing the Actors” the roles and competencies of the supervisors have been elaborated and it has been shown that doctoral supervision touches on a wide range of human interactions and relationships. Doctoral supervision navigates scholarly frameworks and institutional rules and manages complex power relations as well as human emotions. An online interactive resource has been developed that enables users to explore different doctoral supervision frameworks and scenarios.

(Phase_3) The ability to share knowledge is crucial for the further development of artistic research as such, nurturing a feedback and peer culture in doctoral programmes is therefore essential. “Improving Practices” has explored and analysed artistic feedback practices in doctoral supervision and the shifting boundaries in supervisory relationships that may take place when peer learning comes to the fore. The final book presents the project resources and outcomes in a compact and ready-to-use format for advancing supervision practices and strategies in diverse contexts.

All outputs and resources can be accessed via the project website: https://advancingsupervision.eu

Project Website

https://advancingsupervision.eu

EU Grant (Eur)

Funding of the project from EU: 317984,8 Eur

Project Coordinator

AKADEMIE DER BILDENDEN KUNSTE WIEN & Country: AT

Project Partners

• Akademie vytvarnych umeni v Praze
• UNIVERSITETET I BERGEN
• ARKITEKTSKOLEN I AARHUS
• THE GLASGOW SCHOOL OF ART LBG
• EUROPEAN LEAGUE OF INSTITUTES OF THE ARTS VERENIGING
• ZURCHER HOCHSCHULE DER KUNSTE
• UNIVERSITAT FUR KUNSTLERISCHE UND INDUSTRIELLE GESTALTUNG LINZ