Journal articles: 'Creative PhD'

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Jeffery, Ella, Alex Philp, and Emily O’Grady. "Blueprints: constructing the creative writing PhD." New Writing 17, no. 4 (September 12, 2019): 391–401. http://dx.doi.org/10.1080/14790726.2019.1660373.

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BARGAR, ROBERT R., and JAMES K. DUNCAN. "Creative Endeavor in PhD. Research: Principles, Contexts and Conceptions*." Journal of Creative Behavior 24, no. 1 (March 1990): 59–71. http://dx.doi.org/10.1002/j.2162-6057.1990.tb00528.x.

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Arnold, Josie. "The PhD In Writing Accompanied By An Exegesis." Journal of University Teaching and Learning Practice 2, no. 1 (January 1, 2005): 39–53. http://dx.doi.org/10.53761/1.2.1.5.

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The position of this paper is to further the discussion on what constitutes academic assessment in the PhD by artefact and exegesis. In doing so, it explores some of the ideas that arose in setting up the PhD in creative writing at Swinburne University of Technology. Thus, I: • survey some of the questions that arise about the journeys made by the candidate, supervisor and examiner of the PhD in creative writing; • introduce discussion about what constitutes academic knowledge with particular reference to the PhD in writing at Swinburne University of Technology, Lilydale Campus; • bring to the fore multiple possibilities in understanding possible conceptualizations of legitimate scholarly, intellectual and cultural research; and • survey some ideas about research and/as creativity. In doing so, I provide the basis for discussion of the dynamic nature of research, and situate this discussion within the framework of assessment.

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Gough-Brady, Catherine. "The methodology behind digital papers." Alphaville: Journal of Film and Screen Media, no. 17 (July 1, 2019): 179–87. http://dx.doi.org/10.33178/alpha.17.12.

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In 2015 Ross Gibson wrote about the need in the academy for “linguistic explication” of the artwork and creative process, in particular to encourage debate on knowledge that arises from the work. I began my creative practice PhD after spending twenty years as a successful documentary practitioner. When it was time to start writing about my research and the new knowledge, instead of using text I turned to the audiovisual medium as my method of communication. I created “Filming” (2017), which combines the theory-rich mode of academic papers with the audio-visual form of my art, documentary. I called it a “digital paper”. The digital paper form has become an integral part of my PhD. This hybrid creative practice uses my artform medium as my method of communicating Gibson’s “linguistic explication”, rather than using text alone. This report will locate the digital paper within my PhD practice.

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Zeeuw, Diane. "Case Study: The Development and Evolution of the Creative Arts Practice-led PhD at the University of Melbourne, Victorian College of the Arts." Leonardo 50, no. 5 (October 2017): 526–27. http://dx.doi.org/10.1162/leon_a_01407.

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Many art academics within U.S. institutions have little understanding of the Creative Arts PhD. Moreover, this has lead to the proliferation of a great deal of misinformation as U.S. academics struggle to sift through a growing body of literature on the subject. The author, who believes there is a very real and demonstrated need for more critical “nuts and bolts” or basic information on how such programs have been developed, implemented, staffed and legitimated, created a case study that focuses upon the developmental path and outcomes of a practice-led Creative Arts PhD program. A primary goal of the study was to critically assess the viability of applying the gathered data/findings toward the development of an appropriately adjusted program within a specific U.S. institution. Access to the complete “Case Study: The Development and Evolution of the Creative Arts Practice-led PhD at the University of Melbourne, Victorian College of the Arts” is available on www.mitpressjournals.org/toc/leon/50/5 .

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Masson, Sophie. "Imagination’s afterlife: influences on and transformations of literary creative process within a Creative Practice PhD." New Writing 15, no. 1 (June 14, 2017): 31–37. http://dx.doi.org/10.1080/14790726.2017.1334803.

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Hutchinson, Sally, and Suzanne E. Collins. "Leader Interview: Nurses and Bending the Rules." Creative Nursing 9, no. 4 (January 2004): 4–8. http://dx.doi.org/10.1891/1078-4535.9.4.4.

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Guest editor Leah Kinnaird interviews nurse researcher Sally Hutchinson, RN, PhD, FAAN, and researcher and attorney Suzanne Edgett Collins, RN, MPH, JD, PhD, on the topic of creative caregiving and its cousin, rule-bending in the form of “responsible subversion.” Hutchinson wrote the first article describing responsible subversion in 1990.

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Lyall, Mark. "Method emerging: a statement of poetics for a project-based PhD." Qualitative Research Journal 14, no. 2 (July 8, 2014): 134–49. http://dx.doi.org/10.1108/qrj-05-2013-0035.

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Purpose – The purpose of this paper is to give an account of the methods used for the author's project-based doctoral thesis, Hatred and History. The methodology is offered not as an exemplar, but rather as a case study of an integrated approach where exegesis and creative work are conceived as intertwining explorations of the same research materials. Design/methodology/approach – Hatred and History creatively explores the idea that science and intuition frame our experience of the world in distinct ways, and is expressed across an audio production and a written exegesis. The dyad of scientific and intuitive knowledge is embedded deeply within the production, from the initial choice of subject through the structuring and writing of the script to the techniques employed to write the music. This paper traces the transformation of the dyad from academic construct to creative construct, and should therefore be considered a statement of poetics. Findings – The creative exploration of science and intuition encouraged me to consider the “double articulation” of theory and practice, where poetics ceases to be merely a theory of rhetorical design and is assimilated into a theory of self-knowledge. Originality/value – This paper is offered in the hope that it will be of value to commencing PhD candidates in the creative arts who must navigate the waters between exegesis and creative output for themselves.

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Candy, Linda, and Ernest Edmonds. "Practice-Based Research in the Creative Arts: Foundations and Futures from the Front Line." Leonardo 51, no. 1 (February 2018): 63–69. http://dx.doi.org/10.1162/leon_a_01471.

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This article explores the subject of practice-based research, its application in the creative arts and its role in generating new forms of knowledge in the context of the PhD. Our aim is to provide more clarity about the nature of practice-based research, the approach we advocate and how it contributes to new knowledge that can be shared and scrutinized in a form that is both accessible and rich in its representation of the full scope of creative arts research. We draw on examples spanning over 35 years of experience in supervising interdisciplinary PhD research programs in the arts, design and digital media.

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Crais, Elizabeth, and Melody Harrison Savage. "Communication Sciences and Disorders PhD Graduates' Perceptions of Their PhD Program." Perspectives of the ASHA Special Interest Groups 5, no. 2 (April 24, 2020): 463–78. http://dx.doi.org/10.1044/2020_persp-19-00107.

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Purpose The shortage of doctor of philosophy (PhD)–level applicants to fill academic and research positions in communication sciences and disorders (CSD) programs calls for a detailed examination of current CSD PhD educational practices and the generation of creative solutions. The intended purposes of the article are to encourage CSD faculty to examine their own PhD program practices and consider the perspectives of recent CSD PhD graduates in determining the need for possible modifications. Method The article describes the results of a survey of 240 CSD PhD graduates and their perceptions of the challenges and facilitators to completing a PhD degree; the quality of their preparation in research, teaching, and job readiness; and ways to improve PhD education. Results Two primary themes emerged from the data highlighting the need for “matchmaking.” The first time point of needed matchmaking is prior to entry among students, mentors, and expectations as well as between aspects of the program that can lead to students' success and graduation. The second important matchmaking need is between the actual PhD preparation and the realities of the graduates' career expectations, and those placed on graduates by their employers. Conclusions Within both themes, graduate's perspectives and suggestions to help guide future doctoral preparation are highlighted. The graduates' recommendations could be used by CSD PhD program faculty to enhance the quality of their program and the likelihood of student success and completion. Supplemental Material https://doi.org/10.23641/asha.11991480

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Maksymowicz, Virginia, and Blaise Tobia. "An Alternative Approach to Establishing a Studio Doctorate in Fine Art." Leonardo 50, no. 5 (October 2017): 520–25. http://dx.doi.org/10.1162/leon_a_01189.

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As soon as the creative arts migrated from academies into colleges and universities, questions about accreditation and evaluation arose. From its inception, the master of fine arts (MFA) degree has been problematic. Although the College Art Association published standards for the MFA in 1977, confusion remains between this terminal degree and the nonterminal master’s degree (MA) in fine arts. Some believe that the solution to this problem is to establish the PhD as the terminal degree in fine arts; however, this solution is problematic in other ways: Standard approaches to research and publication in PhD programs do not mesh with the reality of studio-based creative inquiry and production. A better solution might be the development of a doctor of fine arts (DFA) degree.

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Bleedorn, Berenice. "Leader Interview: A Call for Creative Teaching and Learning." Creative Nursing 8, no. 4 (January 2002): 4–14. http://dx.doi.org/10.1891/1078-4535.8.4.4.

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This issue features an interview with Berenice Bleedorn, PhD, author of “The Creativity Force: In Education, Business and Beyond.” Dr. Bleedorn has been in the education field for seven decades. Her next book, “An Education Track for Creativity and Other Quality Thinking Processes” will be published in January. Beth Good, an instructor at the University of Minnesota School of Nursing and a member of the Creative Nursing Journal editorial board, conducted the interview.

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Van Galen, Louise, and Joyce Wachelder. "Cruising through the journey without getting drowned: The saga of a PhD student in the Netherlands." Acute Medicine Journal 16, no. 1 (January 1, 2017): 43–45. http://dx.doi.org/10.52964/amja.0652.

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Young medical trainees all over the world are encouraged to investigate unknown areas of medicine that need clarification. This often leads them to undertake a PhD (Doctor of Philosophy). Being curious, critical, and creative are necessary competences which enable us to engender scientific research within acute (internal) medicine. Worldwide, huge numbers of professionals are pursuing a PhD, with the aim of receiving a ‘Doctor’-title. These PhD trajectories vary distinctly between countries. Since the distances in the scientific world are getting smaller and it is becoming more easy to work with each other across borders, it might be interesting to know what it requires to become an academic ‘doctor’ overseas. Hereby, we provide a concise insight in to the differences between doing PhD in (acute) medicine in the Netherlands and in the UK

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Achenbaum, W. Andrew. "Gene D. Cohen, MD, PhD: Creative Gero-Psychiatrist and Visionary Public Intellectual." Journal of Aging, Humanities, and the Arts 4, no. 4 (December 20, 2010): 238–50. http://dx.doi.org/10.1080/19325614.2010.529391.

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Buerhaus, Peter. "Leader Interview: A Nursing Shortage Like None Before." Creative Nursing 6, no. 2 (January 2000): 4–7. http://dx.doi.org/10.1891/1078-4535.6.2.4.

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Our first Leader Interview is with Peter Buerhaus, RN, PhD, FAAN, an authority on nursing supply and demand who at the time was a nurse-economist at Harvard Nursing Research Institute, Boston. He is now associate dean of research at Vanderbilt University, Nashville. Among many others, he authored the article “Is Another Shortage Looming?” in a 1998 issue of Nursing Outlook (vol. 46, no. 3), which he discusses below. Creative Nursing Journal Board Member Carol Lindeman, RN, PhD, FAAN, conducted the interview.

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Viig, Tine Grieg. "Developing reflection-in-musicking in creative practices." Nordic Research in Music Education 1, no. 1 (November 17, 2020): 132–50. http://dx.doi.org/10.23865/nrme.v1.2633.

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This article examines the development of reflection-in-musicking in a Write an Opera project at a Norwegian upper secondary school. As part of a PhD project, this case study focuses on a group of seven participants collaborating to create music for an opera with a professional composer facilitating the process. Interviews, observations and video-recordings make up the body of the empirical material. Theories of musicking (Small 1998) and reflection-in-action (Schön, 1983, 1987), and a sociocultural perspective, have been central to understanding the creative practices examined in this study. Learning features found build on socially and culturally co-constructed repertoires of experience, knowledge and skills. Three modes of reflection-in-musicking are identified from the empirical data: aesthetic, artistic and structural.

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Dmitryuk, Natalya V. "“And It’s All About Him...”." Journal of Psycholinguistic, no. 2 (June 30, 2021): 10–19. http://dx.doi.org/10.30982/2077-5911-2021-48-2-10-19.

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The proposed essay is a memoir about Yuri Alexandrovich Sorokin – the scientific supervisor of the author’s PhD thesis during her postgraduate studies, which is accompanied by a small selection of poems by Gleb Arsenyev (the creative pseudonym of Yu.A. Sorokin).

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Hunter, Victoria. "Embodying the Site: the Here and Now in Site-Specific Dance Performance." New Theatre Quarterly 21, no. 4 (October 19, 2005): 367–81. http://dx.doi.org/10.1017/s0266464x05000230.

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In this article, Victoria Hunter explores the concept of the ‘here and now’ in the creation of site-specific dance performance, in response to Doreen Massey's questioning of the fixity of the concept of the ‘here and now’ during the recent RESCEN seminar on ‘Making Space’, in which she challenged the concept of a singular fixed ‘present’, suggesting instead that we exist in a constant production of ‘here and nows’ akin to ‘being in the moment’. Here the concept is applied to an analysis of the author's recent performance work created as part of a PhD investigation into the relationship between the site and the creative process in site-specific dance performance. In this context the notion of the ‘here and now’ is discussed in relation to the concept of dance embodiment informed by the site and the genius loci, or ‘spirit of place’. Victoria Hunter is a Lecturer in Dance at the University of Leeds, who is currently researching a PhD in site-specific dance performance.

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Elkins, James. "Theoretical Remarks on Combined Creative and Scholarly PhD Degrees in the Visual Arts." Journal of Aesthetic Education 38, no. 4 (2004): 22. http://dx.doi.org/10.2307/3527373.

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Kerekes, Sándor. "Creative Destruction and Circular Economy. The Concourse and the Attitude of Phd Scholars." Köz-gazdaság 16, no. 3 (September 14, 2021): 199–218. http://dx.doi.org/10.14267/retp2021.03.14.

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The circular economy strategy is closely linked to the EU's efforts to achieve a radical reduction in the amount of waste going to landfills. It is wrong to think, that packaging waste should be used within the packaging industry, as many have suggested in the strict sense of producer responsibility. Schumpeter saw creative destruction as one ofthe preconditions for development. The circular economy should be offensive. The economy must be transformed from a stock economy to a flow economy to achieve significant improvements in productivity and material efficiency. The public discourse on the state of the environment is very diverse. I would like to show, through a short empirical study with the help of Q methodology, how PhD students have very different views on issues related to sustainable development and the circular economy.

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Elkins, James. "Theoretical Remarks on Combined Creative and Scholarly PhD Degrees in the Visual Arts." Journal of Aesthetic Education 38, no. 4 (2004): 22–31. http://dx.doi.org/10.1353/jae.2004.0035.

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Gough-Brady, Catherine. "Using film as both embodied research and explication in a creative practice PhD." Media Practice and Education 21, no. 2 (October 10, 2019): 97–108. http://dx.doi.org/10.1080/25741136.2019.1675407.

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Pieterse, Henning. "The PhD in Creative Writing and the Teaching thereof at South African Universities." Current Writing: Text and Reception in Southern Africa 27, no. 2 (July 3, 2015): 181–89. http://dx.doi.org/10.1080/1013929x.2015.1088278.

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Quinn, Brenna L. "Precepted Experiences for Doctoral Student Nurses." Creative Nursing 23, no. 2 (2017): 124–28. http://dx.doi.org/10.1891/1078-4535.23.2.124.

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Across many levels of nursing education, mentored experiences are an essential part of learning. To enhance understanding, learning, and comfort for those new to professional roles, experienced and skilled professionals provide motivation while teaching professional skills, demonstrating technical competence, and displaying behavior expected of a professional. Educator preparation topics such as curriculum development, evaluation, and lesson planning are not typically included in PhD programs, leaving PhD students feeling unprepared to teach (Hudacek & Carpenter, 1998; Ivey, 2007). The lack of educator pedagogy forces nurse faculty members to learn on the job (Gardner, 2014; Oermann, 2017). Preceptorships are among the faculty role development opportunities not commonplace for aspiring nurse educators; these opportunities for PhD students to observe and model nurse educators have been noted as limited (Gardner, 2014). Experts have called for more educator-focused learning experiences and preceptorship opportunities in PhD programs (National League for Nursing Board of Governors, 2002; Oermann, 2017). The purpose of this article is to describe a creative approach to introducing nurses enrolled in doctoral programs to the faculty role within the academic setting.

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Boichenko, Maryna. "RESEARCH MOTIVATION OF PHD STUDENTS UNDER MARTIAL LAW: CHALLENGES AND WAYS OF IMPROVEMENT." Порівняльно-педагогічні студії, no. 2 (December 30, 2022): 5–11. http://dx.doi.org/10.31499/2306-5532.2.2022.270856.

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The article presents research results on exploring the impact of martial law on research motivation of PhD students of Sumy State Pedagogical University named after A.S. Makarenko majoring in specialty 011 Educational, Pedagogical Sciences. The study was conducted among the first-fourth year PhD students of the 2018-2021 years of admission and involved 22 participants. The results of conducted surveys, observations and interviews proved significant decrease in PhD students’ motivation for research caused by war in Ukraine. These findings were confirmed by the annual report of postgraduate students at the meeting of the Chair of Pedagogy, which demonstrated a significant decrease in their research activity for the second half of the 2021-2022 academic year. The problems affecting research motivation were identified: emotional state deterioration; slow Internet connection; difficulties with research organization (lack of a computer, laptop; impossibility to engage in research work due to lack of necessary living conditions; lack of scientific events in which it would be possible to present the results of one’s research; impossibility of conducting the experiment; destruction of archives; loss of collected material). The ways to improve PhD students’ motivation for research are proposed: strengthening consulting, informational, psychological support for PhD students; involving psychological service in providing PhD students with psychological support; organization of scientific events for approbation of postgraduate students’ research results and providing them with opportunities for creative self-realization; continuing the practice of holding scientific schools for PhD students; changing research topics and research supervisors and so on.

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Ivanov, Nadejda. "Vladimir Beșleagă’s dream journal (manuscript): introspective views on our own existence." Akademos, no. 2(61) (September 2021): 124–32. http://dx.doi.org/10.52673/18570461.21.2-61.12.

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The article analyzes Vladimir Besleaga’s dream diary, an original manuscript, unknown to the wide public, which can be consulted at the National Museum of Romanian Literature “Mihail Kogalniceanu”, the collection of “Manuscripts”. The manuscript was offered by the author to the researcher, PhD in philology Ana Ghilas and the undersigned, in order to explore the depths of the creative imaginary of the nonagenarian Bessarabian writer. Thus, in the diary we will recognize some recurring images impregnated in the literary creation of Vladimir Besleaga – village, house, mother, water, father etc. The usual area and childhood experiences are for the author of this diary (with the title of manuscript Dreams of night and day (diary ante- anti- octogenate)) an endless source of miracles that helps him to renew his creative impulses and to put in order his ordinary, profane human condition with sacred elements from the abyss of being.

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Pyatikrestovsky, Konstantin P., Nataliya V. Fedorova, and Vitaly I. Kolchunov. "Scientific and creative heritage of Georgy Aleksandrovich Geniev." Structural Mechanics of Engineering Constructions and Buildings 18, no. 4 (November 30, 2022): 351–74. http://dx.doi.org/10.22363/1815-5235-2022-18-4-351-374.

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G.A. Geniev, the founder of a scientific school in the field of continuum mechanics, structural mechanics, the theory of elasticity and creep, and the theory of the movement of a granular medium, is presented in an analysis of publications from the galaxy of remarkable Soviet and Russian scientists of the second half of the twentieth century. The author's scientific publications are systematized by research areas, and cover more than 50 years of his scientific work. The analysis covers his research from his PhD thesis on the load-carrying capacity of eccentrically compressed rods made of elastoplastic materials to his doctoral dissertation on the dynamics of bulk media, revealing this major scientist's multifaceted talent. The analysis of G.A. Geniev's scientific publications is based on the method of formalized description of the facts that determine the current development of scientific research in the field under consideration, comparison, and systematization of the facts under study.

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Silberschatz, Marc. "Creative State / Flow State: Flow Theory in Stanislavsky's Practice." New Theatre Quarterly 29, no. 1 (February 2013): 13–23. http://dx.doi.org/10.1017/s0266464x1300002x.

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Nearly seventy-five years after his death, Konstantin Stanislavsky remains a toweringly influential figure, and many fundamental ideas about acting can be traced back to his practice. In this article, Marc Silberschatz examines the correspondences with, and divergences from, flow theory – the theory surrounding the psychological state associated with ‘being in the zone’ – in Stanislavsky's practice. Although separated by vast differences in social, cultural, and historical context, some significant and increasing correspondences between flow theory and Stanislavsky's practice are revealed and examined. Additionally, divergences from flow theory are identified and interrogated, suggesting that Stanislavsky's reliance on fixed, repeatable performance scores and divided consciousness are direct impediments to the achievement of flow. Marc Silberschatz is a PhD candidate at the Royal Conservatoire of Scotland. He is also a professional theatre director whose work has been seen in both the United States and Scotland.

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Elliot, Dely Lazarte, Vivienne Baumfield, and Kate Reid. "Searching for ‘a third space’: a creative pathway towards international PhD students’ academic acculturation." Higher Education Research & Development 35, no. 6 (February 22, 2016): 1180–95. http://dx.doi.org/10.1080/07294360.2016.1144575.

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Heywood, Russell G. "Autoethnography for Extraterrestrials." Journal of Autoethnography 1, no. 2 (2020): 175–85. http://dx.doi.org/10.1525/joae.2020.1.2.175.

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The article explores a creative-artistic approach rooted in autoethnography, using satire and literary tropes from science fiction and fantasy. Edited excerpts from a completed PhD autoethno-satiric novel called The Doom of Clowns are used to illustrate the theoretical and ethical development of this narrative style. The advantages of employing science fiction and satire are demonstrated through the otherworldly narrative distance and ambiguity these genres allow.

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MacCath-Moran, Ceallaigh S., and Aldona Kobus. "Contemporary Folklore and Podcast Culture: Towards Democratization of Knowledge and Re-Oralization of Culture." Literatura Ludowa 66, no. 2 (November 28, 2022): 81–86. http://dx.doi.org/10.12775/ll.2.2022.006.

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Ceallaigh S. Maccath-Moran is a PhD candidate in the Folklore Department at Memorial University of Newfoundland, a writer, a poet and a musician. Ceallaigh’s research interests include animal rights activism as a public performance of ethical belief, which is the topic of her dissertation, and creative applications of folkloristic scholarship for storytellers. Her Folklore & Fiction podcast, “where folklore scholarship meets storytelling craft”, launched in 2021.

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Strokova, T. А. "BUILDING RESEARCH COMPETENCE OF PHD STUDENTS: AN ANALYSIS OF EXPERIENCE OF A PHD SCHOOL." Education and science journal 20, no. 10 (December 31, 2018): 9–30. http://dx.doi.org/10.17853/1994-5639-2018-10-9-30.

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Introduction.Postgraduate education of the Russian higher school is traditionally considered as a strategic reserve, which provides the continuity of academic and teaching personnel and the efficiency of education of future experts. However, the total number of this key resource of the higher education system, which guarantees its stable functioning and further forward development, has been reduced in recent years. Postgraduate admission has decreased, in particular, pedagogical training programmes. What is most important, the PhD student quality has substantially dropped.Theaimof the present publication was to identify the level of research skills of PhD students of pedagogical specialisation and present the most productive ways for the formation of skills to carry out research activities.Methodology and research methods.The study was based on the ideas of systemic-activity approach, competency-based approach and major provisions of the theory of action. Scientific publications on research projects of PhD students and the concept of “new” post graduate school in the Russian education were analysed. Online survey and questionnaire survey of PhD students, their supervisors and members of dissertation boards were conducted. The assessment of results of research conducted by PhD students, synthesis and description of productive teaching practices and positive pedagogical experience gained at Tyumen State University (TSU) were applied.Results and scientific novelty.Based on the classical interpretation of nature and contents of human activity, a definition of research activity is formulated. It constitutes as the grounds for development of the contents and procedure for the list of research tasks for PhD students to master in order to successfully complete their PhD studies (as yet, the similar register has been compiled and scientifically based only for a bachelor degree). Insufficient competence of many PhD students to organise and conduct an independent scientific and pedagogical search is proved. Unstable components of their research competence are revealed: inability to use the most important elements of the methodology corpus and problems in writing scientific texts. Practically verified methods and means to develop the research competence of PhD students, doctoral candidates, applicants on academic degrees and their research supervisors are described: methodological seminars of the education department, a group analysis of scientific texts for publication, group visits and discussion of open lectures and seminars for teachers of the education department and PhD students, role mini-plays, public preliminary dissertation defense, participation in the events held by the department, etc.Practical significance.Knowledge of the gaps in research competence of PhD students will allow their supervisors to selectively improve the students’ skills, which are necessary for writing and defending the dissertation. Creative application and systematically scientific-pedagogical work will help achieve a significant improvement in building PhD student competence for scientific and teaching activities.

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Lee, Sung-Ju Suya, Anne-Marie Lomdahl, Louise Sawtell, Stephen Sculley, and Stayci Taylor. "Screenwriting and the higher degree by research: writing a screenplay for a creative practice PhD." New Writing 13, no. 1 (January 2, 2016): 85–97. http://dx.doi.org/10.1080/14790726.2015.1135964.

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Dencer-Brown, Amrit Melissa. "From isolation to cross-cultural collaboration: My international PhD journey as tō iwi." Scholarship of Teaching and Learning in the South 4, no. 2 (September 28, 2020): 228. http://dx.doi.org/10.36615/sotls.v4i2.142.

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This reflective piece is about my journey as an international PhD candidate from the UK to Aotearoa (New Zealand). I speak about my search to try and find a sense of belonging as an outsider and some of the challenges in doing community-focused research as an early career researcher from elsewhere. This piece includes key challenges of building networks, collaboration and overcoming the death of my father, half-way through my PhD. I speak about a toolkit of strength and resilience I had to create and now use in the support of my students and peers as a lecturer in education during the pandemic. This piece is about finding kindness and compassion in myself and receiving it from others to help with isolation in difficult times. Keywords: Reflection, Resilience, Compassion, Kindness, Networks, Community, IsolationHow to cite this article:Dencer-Brown, A.M. 2020. From isolation to cross-cultural collaboration: My international PhD journey as tō iwi. Scholarship of Teaching and Learning in the South. 4(2): 228-234. https://doi.org/10.36615/sotls.v4i2.142.This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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Moore, Amber. "“Blackboxing it”: A Poetic Min/d/ing the Gap of an Imposter Experience in Academia." Art/Research International: A Transdisciplinary Journal 3, no. 1 (March 1, 2018): 30–52. http://dx.doi.org/10.18432/ari29358.

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Entering academia is a journey often fraught with many intense emotions, including shame, self-doubt, and fear. As such, this exploratory paper aims to expose and “dwell poetically” (James, 2009) on such feelings of novice academics, particularly the “imposter syndrome” experience, through an act of creative vulnerability and meaning making. Employing critical poetic inquiry, this paper offers and examines found poetry mined from a first year language and literacy education PhD student’s early academic writing. This poetry writing was done while simultaneously “minding the gap” existing in the “black box” of the PhD experience (Stanley, 2015), and framed through the lenses of the “personal” as “political” (Hanisch, 2000) and shame resilience theory (Brown, 2006), resulting in a poetry “cluster” (Butler-Kisber & Stewart, 2009) that “speaks shame” (Brown, 2006), composed with the aim to invite comfort, connection, and community, particularly with emerging scholars.

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King, Fiona. "Cartooning and Mind Mapping in the Doctoral Journey." Video Journal of Education and Pedagogy 4, no. 2 (March 26, 2020): 164–83. http://dx.doi.org/10.1163/23644583-bja10002.

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This article is a commentary of the author’s experiences with visual representation as a doctoral candidate. It is an autobiographical reflection of her doctoral journey towards a PhD in education, a mixed methods study which explored teaching for creativity and creative processes for music educators. The author reflects on the experience of engaging with her own work visually via cartooning and mind mapping, and what this meant for her studies and her experience as a research student. The author hopes that this can offer a scope for reflection to readers who are doing similar types of studies or intend to engage more creatively with their doctoral studies. The article aims to demonstrate the benefit of cartooning as a self-expressive tool for the PhD candidate and to show the value of visual representation through mind mapping in the process of data analysis.

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Eliseeva, L. G., and T. N. Ivanova. "More than half a century of service to commodity science." Tovaroved prodovolstvennykh tovarov (Commodity specialist of food products), no. 9 (September 1, 2020): 8–16. http://dx.doi.org/10.33920/igt-01-2009-01.

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This anniversary article is devoted to the journey through life and creative activity of the famous scientist and educator Prof. Nikolaeva M.A., PhD in Technical Sciences, who is the author of more than 20 textbooks and manuals in the field of commodity science, standardization, product marketing,and teaching methods, and the creator of such innovative areas in commodity science as identification and detection of goods falsification, commodity information, commodity policy, and assortment science.

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Troop, Meagan. "Creativity as a Driver for Transformative Learning." Journal of Transformative Education 15, no. 3 (February 23, 2017): 203–22. http://dx.doi.org/10.1177/1541344617692772.

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This exploratory study identifies aspects of pedagogical design and teaching practice that enabled creative capacities through the lens of the researcher’s lived experience. A guiding research question in this investigation follows: (a) What is the nature of the relationship between creative activity and transformative learning and (b) In what ways are they connected through the lived experience? To conduct this exploratory study, I adopted a dual role as researcher and student in the context of a PhD-level education course at a university in Ontario, Canada. A methodological approach that drew on elements of narrative, self-study, and autoethnography was applied. Data sources include (a) field notes, (b) teaching and learning materials, (c) an individual interview with the instructor, and (d) a focus group with the other four female students in the course. Participants of the study reported that their traditional perspectives of academia were shaped and changed in the context of the creative activities and interactions. Findings reveal how creative acts served as a catalyst for transforming the ways in which the instructor and the students in the course experienced knowledge making.

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Broegaard, Rikke Brandt. "PhD supervision strategies in a cross-cultural setting: Enriching learning opportunities." Dansk Universitetspædagogisk Tidsskrift 13, no. 25 (September 27, 2018): 18–36. http://dx.doi.org/10.7146/dut.v13i25.104330.

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Recent research findings highlight the importance of supervisors’ feedback aimed at helping students how to learn by themselves to develop their thinking. Responding to the current focus on internationalization of universities, this article explores how PhD supervisors can help fostering critical thinking. Based on qualitative interviews with four African double degree doctoral students, as well as participant observation, the article highlights reflections regarding different supervisory strategies a PhD supervisor faces in a cross-cultural academic setting, and the importance of meta-communication in addressing them. Results showed that most of the students appreciated the more informal student-supervisor relationship, highlighted through collaborative fieldwork experiences, as well as the use of visual tools for stimulating creative and critical thinking. However, results also showed that a coaching supervision style was experienced as unclear and scary by one student, highlighting that the supervision process is a mutual learning process in need of recurrent adaptation.

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Editorial Collective, UnderCurrents. "Contributors." UnderCurrents: Journal of Critical Environmental Studies 18 (April 27, 2014): 60. http://dx.doi.org/10.25071/2292-4736/38554.

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Omer Aijazi is a PhD candidate in the Department of Educational Studies, University of British Columbia. His research examines place based, community led micro processes of social repair after natural disasters. His research destabilizes dominant narratives of humanitarian response and disaster recovery and offers an alternate dialogue based on structural change.Jessica Marion Barr is a Toronto artist, educator, and PhD candidate in Cultural Studies at Queen’s University. Her interdisciplinary practice includes installation, found-object assemblage, drawing, painting, collage, and poetry, focusing on forging links between visual art, elegy, ecology, ethics, and sustainability. "In October 2013, Jessica curated and exhibited work in Indicator, an independent project for Toronto's Nuit Blanche.Gary Barwin is a poet, fiction writer, composer, visual artist, and performer. His music and writing have been published, performed, and broadcast in Canada, the US, and elsewhere. He received a PhD in Music Composition from SUNY at Buffalo and holds three degrees from York University: a B.F.A. in music, a B.A. in English, and a B.Ed.O.J. Cade is a PhD candidate in science communication at the University of Otago, New Zealand. In her spare time she writes speculative fiction, and her short stories and poems can be found in places like Strange Horizons, Cosmos Magazine, and Abyss and Apex. Her first book, Trading Rosemary, was published in January of 2014 by Masque Books.Kayla Flinn is a recent graduate from the Masters in Environmental Studies program, with a Diploma in Environmental and Sustainable Education from York University. Originally from Nova Scotia, Kayla is both an artist and athlete, spending majority of her time either surfing or trying to reconnect people to nature/animals through art she produces.Frank Frances is a playwright, poet, music programmer, artistic director, community arts and social justice activist, former jazz club owner, and believer of dreams of a greater humanity. Frank majored in English, creative writing, post colonial literature and theory, drama and theatre, and is a graduate of York University.Sarah Nolan is a PhD candidate at the University of Nevada, Reno, where she studies twentieth and twenty-first century American poetry. Her dissertation considers developing conceptions of ecopoetics and how those ideas contribute to poetry that is not often recognized as environmental.Darren Patrick is an ecologically minded queer who lives in a city. He is also a PhD candidate in the Faculty of Environmental Studies at York University in Toronto, Ontario.Portia Priegert is a writer and visual artist based in Kelowna, B.C. She completed her MFA in Creative Writing at UBC Okanagan in 2012, with funding from the Social Sciences and Humanities Research Council of Canada.Elana Santana is a recent graduate of the Masters in Environment Studies program at York University. Her research focuses on the intersections of feminist, queer, posthumanist studies and the environment. Her academic work informs her creative pursuits a great deal, particularly in her attempts to photograph the non-human world in all its agential glory. Conrad Scott is a PhD candidate in the University of Alberta’s Department of English and Film Studies. His project examines the interconnection between place, culture, and literature in a study of dystopia in contemporary North American eco-apocalyptic fiction.Joel Weishaus has published books, book reviews, essays, poems, art and literary critiques. He is presently Artist-in-Residence at Pacifica Graduate Institute, Carpinteria, CA. Much of his work is archived on the Internet: http://www.cddc.vt.edu/host/weishaus/index.htmMichael Young is presently the University and Schools advisor for Operation Wallacea Canada, a branch of a UK based biodiversity research organization. He is a recent graduate of the Masters in Environmental Studies program at York University (MES), where his culminating portfolio examined apocalyptic narratives and popular environmental discourse. He is presently in the process of developing an original television pilot, which he began writing as a part of his master’s portfolio.

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Neubauer, Jane. "Leader Interview: Self-Development and the Arts." Creative Nursing 6, no. 4 (January 2000): 5–14. http://dx.doi.org/10.1891/1078-4535.6.4.5.

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This Leader Interview is with Jane Neubauer, RN, MS. She does personal and organizational development through her consulting business, The Creative Leadership Retreat. She did similar work with the British National Health Service at the King’s Fund, a foundation in London. She had been an executive and educator at the University of Wyoming, University of Colorado Health Sciences Center, Mercy Medical Center, Denver, and University of Cincinnati Health Sciences Center. Carol Lindeman, RN, PhD, FAAN, conducted the interview.

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Harvey, William S., and Navdeep K. Arora. "Educating Incarcerated Professionals: Challenges and Lessons from an Extreme PhD Context." Journal of Management Inquiry 30, no. 4 (April 15, 2021): 461–67. http://dx.doi.org/10.1177/10564926211007204.

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This essay outlines a unique set of challenges that we confronted as a PhD supervisor and candidate, drawing on a research project within a United States Federal Prison. We elicit the challenges that can be faced at different stages before, during, and after fieldwork, and share three lessons for others. First, exploring unique phenomena and processes often requires conducting research in extreme empirical contexts, which while challenging, helps to establish the boundaries within which other archetypes can be studied. Second, educating incarcerated individuals is a challenge and an opportunity, and requires creative approaches that can transcend work, family, and social boundaries. Finally, while it is tempting for supervisors and candidates to embark on PhDs for instrumental purposes, helping to support and develop each other should be the core motivation. We hope that others can learn from our experience and reflect on and share more widely their own experiences and practices.

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Kinsella, Niamh. "A journey through the use of critical creative reflection to explore self in a PhD study." International Practice Development Journal 7, no. 2 (November 15, 2017): 1–15. http://dx.doi.org/10.19043/ipdj.72.003.

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Cavanagh, Michaella. "Theoretically Speaking – An Autoethnographic Journey in Crossing Disciplines to Being-Becoming a Practical Scholar." African Journal of Inter/Multidisciplinary Studies 1, no. 1 (June 21, 2019): 1–12. http://dx.doi.org/10.51415/ajims.v1i1.801.

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Becoming a PhD scholar requires a change in identity and new ways of thinking. This is difficult for those from practical backgrounds who struggle to merge the theoretical/scholarly with the creative/practical. Moving towards the scholarly calls for the unlearning of previously held truths. Starting autoethnographically, metaphorical drawings opened up space for critical reflection – crucial to researching oneself. Three metaphorical drawings were made for seminal points in my journey from a fashion design lecturer to a PhD scholar. Each drawing is accompanied by a short narrative and further analysed through conversations with my PhD supervisor. In writing the narratives and dialogue, deeper insights were gained in understanding the role of theory, allowing me to see how my identity was shifting into that of being a scholar. Simultaneously, using visuals as tangible objects allowed me to challenge the familiar while drawing on the resources of my practical background. The result was the inherent alignment of theory and practice, a deeper understanding of the changes within my identities and the alignment of my disparate selves. The use of visual methods has value for others wishing to find a way to bring the strengths of their current disciplines into a more scholarly realm.

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Cavanagh, Michaella. "Theoretically Speaking – An Autoethnographic Journey in Crossing Disciplines to Being-Becoming a Practical Scholar." African Journal of Inter/Multidisciplinary Studies 1, no. 1 (June 21, 2019): 1–12. http://dx.doi.org/10.51415/ajims.v1i1.801.

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Becoming a PhD scholar requires a change in identity and new ways of thinking. This is difficult for those from practical backgrounds who struggle to merge the theoretical/scholarly with the creative/practical. Moving towards the scholarly calls for the unlearning of previously held truths. Starting autoethnographically, metaphorical drawings opened up space for critical reflection – crucial to researching oneself. Three metaphorical drawings were made for seminal points in my journey from a fashion design lecturer to a PhD scholar. Each drawing is accompanied by a short narrative and further analysed through conversations with my PhD supervisor. In writing the narratives and dialogue, deeper insights were gained in understanding the role of theory, allowing me to see how my identity was shifting into that of being a scholar. Simultaneously, using visuals as tangible objects allowed me to challenge the familiar while drawing on the resources of my practical background. The result was the inherent alignment of theory and practice, a deeper understanding of the changes within my identities and the alignment of my disparate selves. The use of visual methods has value for others wishing to find a way to bring the strengths of their current disciplines into a more scholarly realm.

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Brasil, Luiz Antonio De Assis, Bernardo Bueno, Gabriela Silva, Moema Vilela Pereira, María Elena Morán Atencio, Gabriel Eduardo Bortulini, Marcelo Maldonado Cruz, et al. "Percepções e perspectivas discentes nos cursos de pós-graduação em Escrita Criativa da PUCRS." Navegações 10, no. 2 (January 31, 2018): 149. http://dx.doi.org/10.15448/1983-4276.2017.2.29789.

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Este artigo se propõe a analisar os dados parciais obtidos pelo grupo de pesquisa Escrita Criativa na Academia: a formação do escritor, que desenvolve, desde 2015, uma pesquisa cujo objetivo geral é analisar a estrutura curricular e as condições de ensino oferecidas pelos cursos de mestrado e doutorado voltados para a formação do escritor, do pesquisador e do docente na área de Escrita Criativa da PUCRS. Pretende-se aqui discutir quais são as percepções dos alunos e egressos do programa de pós-graduação em Escrita Criativa sobre os aspectos mais importantes de sua educação e seus objetivos profissionais na área.********************************************************************Student/alumni perceptions and perspectives in the postgraduate studies Creative Writing courses at PUCRSAbstract: This article aims to analyze the partial data obtained by the Creative Writing in Academia – the writer´s education research group at the Pontifical Catholic University of Rio Grande do Sul (PUCRS) in Brazil. This research, developed since 2015, has as main objective the analysis of Master and PhD-level Creative Writing courses at PUCRS, focusing on study conditions and student/alumni perceptions about their education, its most important aspects, as well as their professional aspirations in Creative Writing.Keywords: Creative writing; Higher education; Graduate studies; Brazil

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Hunter, Victoria. "Spatial Translation and ‘Present-ness’ in Site-Specific Dance Performance." New Theatre Quarterly 27, no. 1 (February 2011): 28–40. http://dx.doi.org/10.1017/s0266464x11000030.

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In this article Victoria Hunter considers notions of spatial translation, ‘present-ness’, and ‘embodied reflexivity’ within site-specific dance performance. Through a discussion of the author's site-specific dance installation entitled Project 3, she explores choreographic processes that aimed to facilitate, transform, and heighten the lived experience of site by the performer and the audience through phenomenologically informed movement inquiry. Forming part of the author's practice-led PhD investigation into the relationship between the site and the creative process, the performance was the third in a trilogy of site-specific works exploring the potential for site-specific dance performance to ‘reveal’ the site through movement, challenging both performers and audience members to engage with new ways of experiencing the site-world. Victoria Hunter is a practitioner-researcher and lecturer in dance at the University of Leeds. Her research is practice-led and is concerned with the nature of dance-making processes within site-specific choreography. She completed her PhD in site-specific dance performance in December 2009.

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Marsh, Wendy, Jen Leamon, Ann Robinson, and Jill Shawe. "LEARNS: A creative approach to analysing and representing narrative data incorporating photo-elicitation techniques." Journal of Research in Nursing 23, no. 4 (February 15, 2018): 334–43. http://dx.doi.org/10.1177/1744987117750218.

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Background Diversity exists in how storied data gathered in narrative inquiry is analysed and represented, more so when there is a need to combine multiple data collection methods, including photographs. Aim This paper discusses the use of an analytical framework entitled LEARNS developed as part of a PhD study that has potential to fill this gap. Results The step-by-step framework presented in this paper was developed in order to analyse the data collected in this research study and gives understanding and insight into the experience of mothers whose babies are removed at birth. The LEARNS framework provides transparency and credibility; it also negates the need to restrict findings to broad themes via content/thematic analysis. Conclusions LEARNS could offer other researchers a reliable framework to use for future social science research.

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Hanna, Gay, Pamela Saunders, and Marie Bernard. "Why Creativity Matters to Aging and Health." Innovation in Aging 4, Supplement_1 (December 1, 2020): 643. http://dx.doi.org/10.1093/geroni/igaa057.2208.

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Abstract As GSA turns 75, it is an appropriate time to review the history of the creative aging movement. This symposium explores the research, policy and practice of creative aging - past and present, starting in the 1970’s through the efforts of pioneering leaders in the aging, humanities and arts in conjunction with growing support from the newly established National Endowment for the Arts and related aging and health service systems. The foundational research by Gene Cohen, MD PHD and others at the turn of the 21st Century will be described in terms of its building the science to utilize the humanities and arts to scaffold policy and practices that promote the potential of aging through creative expression rather than the pervasive view of aging as a time of loss. Moving towards strength-based approaches to further the development of overall health including brain reserve, physical fitness and social networks, creative aging collaborations will be highlighted as the future of this initiative. Case studies of joint research projects between state departments of both aging and arts in partnership with Universities will demonstration contemporary practices to address major aging issues around isolation, loneliness and caring for the care giver.

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McNamara, Anne M. "Leader Interview: One State’s View of the Nursing Shortage." Creative Nursing 6, no. 2 (January 2000): 8–11. http://dx.doi.org/10.1891/1078-4535.6.2.8.

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Our second Leader Interview is with Anne M. McNamara, RN, PhD, project director for the Arizona Colleagues in Caring grant, a nursing-workforce development initiative funded through the Robert Wood Johnson Foundation. A member of the American Nurses Associations, Congress on Nursing Practice and Economics, McNamara most recently served as Vice President for Performance Improvement and Quality for Maricopa Health System, based in Phoenix. She is interviewed by Guest Editor Sonja Simpson, RN, MSN, a member of the Creative Nursing Journal Editorial Advisory Board.

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Journal articles on the topic 'Creative PhD'

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