Relevant bibliographies by topics / Practice led research

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Practice led research'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 November 2024

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Journal articles on the topic "Practice led research"

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Nash, Kate. "Review: Practice-Led Research, Research-Led Practice in the Creative Arts." Media International Australia 138, no. 1 (February 2011): 169–70. http://dx.doi.org/10.1177/1329878x1113800127.

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Klein, Colleen J., Melinda Cooling, Matthew Dalstrom, Roopa Foulger, Jonathan A. Handler, and William F. Bond. "Advanced Practice Nurse–Led Research." JONA: The Journal of Nursing Administration 54, no. 11 (November 2024): 619–24. http://dx.doi.org/10.1097/nna.0000000000001500.

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Advanced practice nurse leaders are in key positions within health systems to provide time and resources for implementation and evaluation of digital health services. As virtual monitoring programs become more embedded within nursing, nurse leaders and educators need to ensure that nurses are prepared to work within interprofessional teams to administer and evaluate them. This article discusses challenges and implementation strategy considerations for data curation and analysis using large datasets from the Medicaid population for research.
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Rutten, Kris. "Art, ethnography and practice-led research." Critical Arts 30, no. 3 (May 3, 2016): 295–306. http://dx.doi.org/10.1080/02560046.2016.1205317.

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Grech, John. "Practice-Led Research and Scientific Knowledge." Media International Australia 118, no. 1 (February 2006): 34–42. http://dx.doi.org/10.1177/1329878x0611800106.

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Practice-led research can sometimes develop discourses that are not always consistent with the grammatical logics of academic language. However, practice-led research can reproduce and/or explain what happens when an individual encounters things and events in the world. This dynamic may thus open up innovative ways of codifying and authenticating knowledge gained from the performance of everyday life that might otherwise remain inexplicable (or seem irrelevant or disconnected within the existing structures and grammars of scientific discourse). Such practice-led research can lead to new forms of expression in order to understand the individual's subjective experience. Thus, while practice-led research may challenge (and sometimes upturn) established methods of logic and rational argument, it also enables a researcher to develop explanations of events and encounters in the world that may otherwise not be accessible to them. Creative work can also make the impact of scientific research available to those who may not have a thorough working knowledge of scientific and academic discourses in the relevant discipline. The paper discusses these issues while focusing on a creative project/website developed through practice-led research.
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Stapleton, Paul. "Documentation in Performance-Led Research." Media International Australia 118, no. 1 (February 2006): 77–85. http://dx.doi.org/10.1177/1329878x0611800111.

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This article begins by setting the question of why practitioner-researchers engage in the practice of documentation within the context of academic research conventions. The assumption that performance requires documentation for dissemination is brought into question through reference to Caroline Rye's provocative suggestion that documentation should be banned from the ‘practice as research in performance’ debate to bring into view transitory and provisional forms of dissemination. The article goes on to inquire into documentation's capability to provide knowledge that is similar in nature to the contributions of live performance, and to question whether documentation and performance should be defined as oppositional practices. These concerns are then addressed through the presentation and evaluation of philosophical notions surrounding the concept of ‘liveness’, drawing on the writings of Peggy Phelan, Philip Auslander and Martin Buber. The focus then shifts to examine how audiovisual documentation may become a dialogic knowledge-producing encounter. This question is pragmatically addressed through the presentation of a documentation method which is designed to articulate provisional and divergent perspectives on creative research processes. The article then concludes by evaluating the role of documentation in mixed-mode research (drawing on the work of Susan Melrose), while pointing towards a growing recognition of the need for a new model of performance-led research validation that accounts for the corroborative relationship between performance and documentation practices.
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Till, Jeremy, Judith Mottram, and Chris Rust. "Adapting research activity AHRC review of practice-led research." Architectural Research Quarterly 9, no. 2 (June 2005): 103–4. http://dx.doi.org/10.1017/s135913550500014x.

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In 2005 the Arts and Humanities Research Council initiated a review of practice-led research in art, design and architecture. The purpose of the review was to develop a ‘comprehensive map of recent and current research activity in the area’. What quickly became obvious to the team that won the bid to run the review (led by the three authors) was that to map activity one first had to attempt to define it. The term ‘practice-led research’ means many different things to different people and so immediately raises debate. The positions range from those who believe that the act of making or designing alone constitutes research, to those who believe that research (as analytical activity) is incommensurable with design (as synthetic activity). For the former, the knowledge contained within the artefact is self-evident and beyond the need for additional explication; for the latter, knowledge resides outside the artefact and in the realm of its dissemination and interpretation. The importance of the AHRC review is not that it will settle these arguments, but that it will provide a much firmer context in which to place them.
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Candy, L., S. Amitani, and Z. Bilda. "Practice-led strategies for interactive art research." CoDesign 2, no. 4 (December 2006): 209–23. http://dx.doi.org/10.1080/15710880601007994.

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Harper, Graeme. "Creative writing: words as practice-led research." Journal of Visual Art Practice 7, no. 2 (November 2008): 161–71. http://dx.doi.org/10.1386/jvap.7.2.161_1.

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Petelin, George. "Visual Art Doctorates: Practice-Led Research or Research Per Se?" Media International Australia 118, no. 1 (February 2006): 25–33. http://dx.doi.org/10.1177/1329878x0611800105.

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As part of a benchmarking project commissioned in 2002 by ACUADS, the Australian Council of University Art and Design Schools, I conducted a series of focus groups with candidates for higher degrees in Visual Art in Australia in order to gain some insight into how the terminology of research was understood and used by visual art higher degree students. The present paper makes use of that data and examines to what extent practice-led research can engage in a general research debate.
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Hawkins, Barbara, and Brett Wilson. "A Fresh Theoretical Perspective on Practice-Led Research." International Journal of Art & Design Education 36, no. 1 (June 20, 2016): 82–91. http://dx.doi.org/10.1111/jade.12074.

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Dissertations / Theses on the topic "Practice led research"

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Stevenson, Kylie J. "Creative River Journeys: Using reflective practice to investigate creative practice-led research." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2017. https://ro.ecu.edu.au/theses/2025.

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This ‘Creative River Journey’ doctoral study explored the processes of art practice and knowledge-making by six artist–researchers engaged in creative higher degrees by research (HDR) at Edith Cowan University (ECU) in three arts disciplines—performing arts, visual arts, and creative writing. The study applied the Creative River Journey (CRJ) reflective practice strategy, originally applied as the River Journey tool in music education (Burnard, 2000; Kerchner, 2006), but further developed by the researcher into a three-phase reflective practice strategy for its application in complex practice-led research projects over the extended period of the participants’ HDR studies. Six rich cases studies of HDR artist– researchers, and their reflective practice and practice-led research, resulted. The researcher took an a/r/tographical approach (Irwin & de Cossen, 2004) and specifically focused on inquiring into the intersection between arts practice, practice-led research, and HDR creative arts training and pedagogy. The study addresses three questions in relation to these three concepts about what the application of the CRJ strategy to the creative process elucidated for, and about, the HDR artist–researcher. A fourth question addresses the experiences and evaluations by participants of the CRJ strategy. The ‘Creative River Journey’ study aimed to examine the way that reflective practice and the CRJ reflective strategy might add to emerging practice-led research methodologies for individual artist–researchers and the field of practice-led in general. In the past decade, there has been a significant continued discussion about the nature of research in the creative arts (for example, Nelson, 2013; Barrett & Bolt, 2007; Smith and Dean, 2009). This study adds the perspective of the HDR artist–researcher engaged in a creative arts doctorate to this discussion. The study’s HDR perspective joins existing Australian contextual reviews of practice-led research, for example, effective supervision of creative practice higher degrees (Hamilton & Carson, 2013a), and examining doctorates in the creative arts (Webb, Brien & Burr, 2012). This study advances this discussion by providing rich case studies of HDR practice-led research from the outsider perspective of the researcher whilst, at the same time, providing a unique insider perspective as the researcher acts as a co-constructor of the participants’ reflective practice, and as the participants independently document their creative practice and reflective practice strategies. This thesis will demonstrate that the CRJ reflective strategy is an innovative way of exploring the relationship between the creative and critical components in creative arts higher education degrees. The strategy generated knowledge about how each artist–researcher engaged in a meld of practice and research in the art-making process within practice-led research, and brought to light key critical moments in the practice-research nexus. Of consequence to the knowledge outcomes for the HDR artist–researchers in the study is how these captured the phenomena of their praxis, and thus was a useful documentation approach to their practice-led research. This thesis will make evident the ‘Creative River Journey’ study’s contribution to the rich established field of practice-led research in general, made possible through the deliberate pedagogical interventions of the CRJ reflective strategy.
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Latham, Philip. "Void, a comic novel : practice-led research into humour." Thesis, Keele University, 2017. http://eprints.keele.ac.uk/4259/.

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This thesis comprises a critical essay and practice-led research in the form of a full-length novel, Void, that constitutes my original contribution to knowledge. The critical essay comprises three principal chapters, the first of which is a memoir that discusses the early comic influences that have shaped my creative imagination in the form of the films of Laurel and Hardy, Harold Lloyd and Will Hay. The second chapter considers humour and science fiction, concentrating on the origins and definitions of science fiction and then focussing on Douglas Adams’ The Hitch Hiker’s Guide to the Galaxy novels and how his comedic techniques relate to Void. The third chapter considers the methods to generate humour that I employ in my own text, through the framework of the origins of comedy, the leading theories of humour, the associated incongruities of situation, character and language and my use of intertextuality to incorporate elements of Adams’ novels into my own. The final section contains Void, my debut humorous novel that blends elements of romance, science fiction and action-adventure.
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Black, S. "Illumination through illustration : positioning illustration as practice-led research." Thesis, University of the West of England, Bristol, 2014. http://eprints.uwe.ac.uk/23970/.

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This thesis represents a practice-led enquiry into contemporary illustration from a UK perspective. This thesis argues for illustration to be recognised as an inductive practice-led research process, within both education and developing criticism. The methods and methodological discussion to support this are derived from the practical aspect of the enquiry. The inductive approach outlined through the methods chapter focuses on the benefits of removing the known outcome from projects, and of illustrators maintaining their own practice alongside commissioned work. The discussion of methods proposes that the commissioned strand of illustration adopts research in illustration as research for illustration. The discussion of performative forms adopted within illustration contributes to the discourse surrounding practice-led research outcomes, in particular Brad Haseman’s performative paradigm for creative arts research. The methodological approach is proposed as a supplementary strand of teaching, which equips illustrators with long-term skills to generate their own projects and employment. These enable illustrators to be flexible and able to adapt to economic and technological changes to industry practice. The thesis examines research processes within illustration which are transferable to different contexts. These include the increase in digital screens and their time-based communications, and the development of three-dimensional objects and environments within the field. The practical work undertaken employed these processes and generated a contribution to the growing discourse surrounding contemporary illustration in the UK. Illustration suffers from a lack of published analysis and as a result its critical discourse is limited. Therefore this study bases its argument upon themes identified within existing illustration commentary, the work of key practitioners, and my studio practice. The focus of research undertaken is mainly on self-initiated projects, but includes commissions where the outcome is not prescribed from the outset. Conversations with Matthew Richardson, Luise Vormittag, Steve Braund, Andrzej Klimowski and Henrik Drescher provide supplementary primary research. The outcome is a contribution to the development of a critical framework derived from practice, which acknowledges the shortcomings of existing frameworks available. The thesis proposes that the concept of time be adopted as a key characteristic of illustration, the discussion of which references Henri Bergson, comics and artist’s books. The utility of time lies in its productive application to both the production and analysis of work. Illustration’s unique negotiation of time through spatial manifestations is used to situate the field in relation to key shifts within culture such as Fredric Jameson’s postmodernism and Nicolas Bourriaud’s altermodernism. The thesis outlines the diversity of temporal achievements within illustration in this regard, and calls for greater recognition of illustration practice and discourse within such discussions of the time we live in.
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Haslem, Neal Ragnar, and neal@nealhaslem net. "The practice and the community: a proposition for the possible contribution of communication design to public space." RMIT University. Applied Communication, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080212.165002.

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The practice of communication design has developed from a visual-communication service industry into a multi-facetted profession, directly involved with the maintenance and creation of social and cultural capital. The ancestry of communication design has led to its continued perception as a neutral tool for the achievement of communication. This research project aims to investigate the possible contributions of communication design as a practice, if it were to re-align its goals towards supporting and facilitating the community within which it is practiced. This research project is about the communication designer and the communities within which they practice: clients; target markets; companies; managers; neighbourhood groups; groups in a particular place and time; communities of practitioners; and emergent or yet to emerge communities. The project investigates designer agency and the ways for a communication designer to work holistically within communities: being or becoming part of them; working through and with them toward the achievement of communication goals. As much as it is about communicating, it is also about community. It is about designers working as conduits, facilitating and enabling the communities of their practice to find expression. It is about a democratisation of communication design authorship and power. It is about the design process as an educational process - all parts and participants within a design projects' community learning and teaching simultaneously. The research project encompasses a series of component projects, across a range of different media, using a practice-led-research framework and a reflective practitioner methodology as the key investigative tool.
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Matthaei, Nerida K. "Recontextualising my choreographic self: Conceptual and processual strategies for rerouting practice." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/116353/1/Nerida_Matthaei_Thesis.pdf.

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This practice-led research project defines a methodological basis for the recontextualisation and rerouting of this artist-researcher's choreographic praxis. This was achieved via experimenting and testing new contemporary strategies underpinned by embodied reflexive practices and creative case studies, which resulted in the creation of new performance works. The study provided the researcher with mechanisms to articulate, recontextualise and interrogate processual choreographic complexities. Situated in the shifting landscape of the independent choreographer-dancer-producer, it identifies that investigating processual choreographic innovation has been vital to the researchers ongoing artistic development and acknowledges this necessity for the broader field of contemporary choreographic practice.
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Sade, Gavin John. "Envisaging alternatives for practice : a study into the way concepts of sustain-ability can be explored within an interactive media arts practice." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/53314/1/Gavin_Sade_Thesis.pdf.

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This practice-led study explores different ways the subject of sustain-ability can be addressed within an Interactive Media Arts practice. The exploration encompasses three creative projects, Charmed, Distracted and e. Menura superba. Grounded in an ecological philosophy inspired by vegetarianism and the critical design philosophy of defuturing, the work shows how such a philosophical position can guide the redirection of practice. The concern for sustain-ability within my practice, and more generally the question of Interactive Media Arts and sustain-ability, I refer to as a problématique. The objective of this study is not one of finding an answer or a truth to an instrumentally posed question, but to explore the complexities of the problématique through a program of practice and intellectual investigation. The aim being to redirect my practice and to find a renewed raison d’être for practice through a process of opening up, encountering, and discovering otherwise unknown possibilities for practice. In the context of sustain-ability, this opening up of possibilities can be considered a form of futuring. A futuring I argue is only possible if the things we take for granted as integral aspects of our being, practices and life worlds, are revealed in ways that estrange them, rendering them visible in ways that allow questioning and change.
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Ryan, Kathryn Mary. "Pieces of practice | avian spaces." Thesis, The University of Sydney, 2012. http://hdl.handle.net/2123/12008.

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This research paper is written in a first-person narrative style. The style mirrors the practice-led research methodology I have used which privileges process over resolution and acknowledges that making can be both generative and interrogative. More traditional research methods rely on distancing the researcher from production and placing them within an external framework. Practice-led researchers “construct experiential starting points from which practice follows. They tend to ‘dive in’, to commence practising to see what emerges. They acknowledge that what emerges is individualistic and idiosyncratic.” In this paper the reader is taken on a journey from the spaces of the future, present and past in search of the ‘unfound’. The ‘unfound’ is also to some extent ‘unknown’, but occasionally reveals itself in the text through accidents of poetic association between objects, art and literary moments. The space of the paper is also an avian one. It doesn’t interrogate the material egg and bird object motifs in my practical work, but occupies the air to which these forms owe their qualities of transience, agility and fragility. It is this element that exemplifies the space of my works production. Instead of dissecting and pinning down this element (which would be antithetical), I have tried to occupy its spirit. A substantial part of the paper is made up of footnotes and references to exterior sites, elements that in this paper are far from peripheral. They are employed here as literary devices that enable a visual and conceptual illustration of the distance between process and analysis. Alberto Manguel wrote that “all writing depends on the generosity of the reader.” This paper requires a ‘generous reader’ willing to follow an experimental journey. 1. Brad Haseman, ‘Tightrope Writing: Creative Writing Programs in the RQF Environment’ http://www.textjournal.com.au/april07/haseman.htm 2. Alberto Manguel, A History of Reading (London: Flamingo, 1997), 179.
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Hudson, Roland. "Strategies for parametric design in architecture : an application of practice led research." Thesis, University of Bath, 2010. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.524059.

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A new specialist design role is emerging in the construction industry. The primary task related to this role is focused on the control, development and sharing of geometric information with members of the design team in order to develop a design solution. Individuals engaged in this role can be described as a parametric designers. Parametric design involves the exploration of multiple solutions to architectural design problems using parametric models. In the past these models have been defined by computer programs, nowcommercially available parametric software provides a simpler means of creating these models. It is anticipated that the emergence of parametric designers will spread and a deeper understanding of the role is required. This thesis is aimed at establishing a detailed understanding of the tasks related to this new specialism and to develop a set of considerations that should be made when undertaking these tasks. The position of the parametric designer in architectural practice presents new opportunities in the design process this thesis also aims to capture these. Developments in this field of design are driven by practice. It is proposed that a generalised understanding of applied parametric design is primarily developed through the study of practical experience. Two bodies of work inform this study. First, a detailed analytical review of published work that focuses on the application of parametric technology and originatesfrompractice. This material concentrates on the documentation of case studies from a limited number of practices. Second, a series of case studies involving the author as participant and observer in the context of contemporary practice. This primary research of applied use of parametric tools is documented in detail and generalised findings are extracted. Analysis of the literature from practice and generalisations based on case studies is contrasted with a review of relevant design theory. Based on this, a series of strategies for the parametric designer are identified and discussed.
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Clarke, Rebecca. "What feels true? : sifting through belongings." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/54666/1/Rebecca_Clarke_Thesis.pdf.

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This practice-led research project explores how, after a successful first experience writing a poetic solo theatre work derived largely from autobiography, I sought to find personal connection and satisfying ‘authenticity’ in the writing of a more difficult, nonautobiographical second work. Via reflections on practice, through an autoethnographic narrative, the project also evokes a practitioner’s struggle to self-educate, survive personal, life-changing loss, and manage heightened professional stakes. In doing so, it reveals essential lessons in acknowledging, accepting and following ‘what feels true’, to remember and consider in future writing.
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Bryant, Stephen Peter. "Practice-led research into music : a synergetic trifecta of glissandi, microtonality, and isorhythms." Thesis, University of Central Lancashire, 2016. http://clok.uclan.ac.uk/18594/.

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The contribution to knowledge, and the core of the research, is a tonal foundation based on glissandi using compositional techniques derived from synergy of glissandi, microtonality, and isorhythm. The techniques are performed on specially constructed guitars in 18, 24, 30, and 36 tet (tone equal temperament). Guitar based musical artefacts demonstrating some possible techniques are arranged on two compact discs: CD1 ‘Experimental Miniatures’ and CD2 ‘After Twelve’.
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Books on the topic "Practice led research"

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M, Jenson Jeffrey, and Howard Matthew O, eds. Youth violence: Current research and recent practice innovations. Washington, DC: NASW Press, 1999.

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Camp, Robert C. Benchmarking: The search for industry best practices that lead to superior performance. Milwaukee, Wis: ASQ Quality Press, 1989.

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Camp, Robert C. Benchmarking: The search for industry best practices that lead to superior performance. Milwaukee, Wis: Quality Press, 1989.

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Helen, Westcott, and Jones Jocelyn, eds. Perspectives on the Memorandum: Policy, practice, and research in investigative interviewing. Aldershot, Hants, England: Arena, 1997.

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Office, General Accounting. Best practices: Better matching of needs and resources will lead to better weapon system outcomes. Washington, D.C: The Office, 2001.

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Office, General Accounting. Best practices: Better matching of needs and resources will lead to better weapon system outcomes. Washington, D.C: The Office, 2001.

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Pope, Alison. Information needs and information provision for practising in nurse-led minor injuries units and an accident and emergency department in the light of research-based practise.. Birmingham: University of Central England in Birmingham, 1997.

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Smith, Hazel, and Roger Dean. Practice-Led Research, Research-Led Practice in the Creative Arts. Edinburgh University Press, 2009.

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Smith, Hazel, and Roger Dean. Practice-led Research, Research-led Practice in the Creative Arts. Edinburgh University Press, 2009. http://dx.doi.org/10.1515/9780748636303.

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Smith, Hazel, and R. T. Dean. Practice-led Research, Research-led Practice in the Creative Arts. Edinburgh University Press, 2009.

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Book chapters on the topic "Practice led research"

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Heward-Belle, Susan, Cathy Humphreys, Lucy Healey, Menka Tsantefski, Jasmin Isobe, Cherie Toivonen, Erin Links, Amy Young, and Tracy Wilde. "Practice-led research." In The Routledge Handbook of Social Work Practice Research, 418–29. 1. | Milton Park, Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429199486-37.

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Harper, Graeme. "Practice-led research." In Creative Writing Analysis, 26–40. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003023388-3.

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Weinel, Jonathan, and Stuart Cunningham. "Practice-led and Interdisciplinary Research." In Doing Research in Sound Design, 151–68. London: Focal Press, 2021. http://dx.doi.org/10.4324/9780429356360-10.

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November, Nancy. "Phenomenology, Practice-Led Research, and Applied Musicology." In The Routledge Companion to Applied Musicology, 55–62. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003042983-7.

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Meenach, Bernadette. "Practice-led Research: Creating, Embodying and Shifting My Understanding of Research." In Navigating the Education Research Maze, 101–14. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39853-2_6.

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Ruihley, Brody J., and Adam Beisel. "EconFantasy simulation and practice: Implications of research-led teaching." In Sport Management Education, 58–72. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003140078-5.

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Hennessy, Sara. "Teacher-Led Professional Development Using a Multimedia Resource to Stimulate Change in Mathematics Teaching." In Bridging between Research and Practice, 245–64. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-434-5_9.

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Robson, Julie. "Artists in Australian Academies: Performance in the Labyrinth of Practice-Led Research." In Practice as Research in the Arts, 129–41. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137282910_7.

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Zeissig, Vanessa. "2.2 Künstlerischer Forschungsbeitrag auf Basis der Methode ›practice-led research‹." In Edition Museum, 27–28. Bielefeld, Germany: transcript Verlag, 2022. http://dx.doi.org/10.14361/9783839463970-004.

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Batty, Craig. "Screenwriters in the Academy: The Opportunities of Research-Led Practice." In The Palgrave Handbook of Screenwriting Studies, 759–75. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-20769-3_40.

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Conference papers on the topic "Practice led research"

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Maguire, Joseph, Rosanne English, and Steve Draper. "Research-led Active Learning Sessions in Cyber Security through Research Paper Reading." In CEP '23: Computing Education Practice. New York, NY, USA: ACM, 2023. http://dx.doi.org/10.1145/3573260.3573269.

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Sloan, Robin J. S., Brian Robinson, Ken Scott-Brown, Fhionna Moore, and Malcolm Cook. "A practice-led approach to facial animation research." In the ACM/SSPNET 2nd International Symposium. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1924035.1924043.

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Mäkelä, Anna. "Reflection and Documentation in Practice-led Design Research." In Nordes 2011: Making Design Matter. Nordes, 2011. http://dx.doi.org/10.21606/nordes.2011.009.

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Liu, Zhanwen, and Xin Lu. "Research and Practice in Cultivating Integrated Talent Mode Led by Practical Teaching." In 3rd International Conference on Science and Social Research (ICSSR 2014). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icssr-14.2014.142.

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Alexeeva, Maria Sergeevna. "Socio-economic benefits for the production of LED products of domestic enterprises." In VIII International Research-to-practice conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-113402.

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Jian, Sun. "RESEARCH-LED DESIGN PRACTICE: A NEW APPROACH OF RESEARCH THROUGH DESIGN." In 2nd Arts & Humanities Conference, Florence. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/ahc.2017.002.003.

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Holloway, Paul, Raymond O'Connor, Denis Linehan, and Therese Kenna. "Digital (Urban) Geography: Student-led research methodology training using smartphone apps." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.30.

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In the last decade, opportunities have emerged to deploy new digital technologies to research agendas and research-led teaching at third level. For instance, research methods such as surveys and questionnaires are shifting into the digital environment, while at the same time there is increasing evidence to support the view that people who have grown up with technology have acquired distinctive new ways of learning, and that traditional methodologies fail to maximise student engagement (Lafuente 2018). Thompson (2013) suggests that these ‘new learners’ are constantly using technology, multi-tasking in interactive environments, and collaborating online, yet research shows that many students are unaware of the potential of their smartphone to support learning (Woodcock et al, 2012). Despite a widespread interest in mobile devices facilitating teaching and learning in third-level education geography departments (Welsh et al. 2013), many research techniques are still taught using traditional ‘pen-and-paper’ methodologies. The ESRI Collector for ArcGIS is a mobile application (app) that can be used with iOS, Android, and Windows smartphones. Collector for ArcGIS is beginning to emerge as a technology to support spatial thinking in geography at second-level education and third-level education (Pánek and Glass 2018). Here we report on our strategy of integrating mobile technology in GG1015 Applied Geography, a large (250+) class introducing first year BA Arts Geography programme students to a number of techniques that we use in Geography. This module sits between GG1013 Environmental Geography and GG1014 Society and Space in the first-year programme. Both of these modules are a block of 24 1-hour lectures, with multiple choice quizzes (MCQs) and essay-based exams. Subsequently, GG1015 was developed to compliment these modules and introduce different teaching styles that facilitate learning across a range of diversities. Throughout this module, students engage directly in fieldwork, photographic activities, essay writing, presentations, and small group work. As such, this module offers an excellent case study to explore new techniques to engage students in learning, particularly in geographic research.
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Haji Suhaili, Wida Susanty. "ACTION RESEARCH IN TRANSITIONAL SITUATIONS: LESSONS FOR DEVELOPING RESEARCH-LED PEDAGOGICAL PRACTICE." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0914.

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Kirrane, Maria, John O'Halloran, Mark Poland, Sandra Irwin, and Pat Mehigan. "Innovative approaches for research led education: UCC’s Green Campus Living Laboratory Programme." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.33.

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Ireland’s National Strategy on Education for Sustainable Development (2014-2020), highlights the need to equip students with “the relevant knowledge (the ‘what’), the key dispositions and skills (the ‘how’) and the values (the ‘why’)” to contribute to a more sustainable future (Department of Education and Skills, 2014). Delivering on this challenge requires embedding sustainability within both the formal and informal learning that occurs on campus (Hopkinson et al. 2008), while also integrating sustainability both within and across disciplines (Byrne et al., 2018). UCC is a global leader in sustainability in higher education, being the first University in the world to be awarded a Green Flag from the Foundation for Environmental Education (Reidy et al, 2015). Sustainability at UCC is “student-led, research-informed, and practice-focused” that is, the programme takes an integrated approach and aims to utilise the collective student agency and research capability to deliver real and lasting change on the ground (Pelenc et al. 2015). UCC’s Academic Strategy, with sustainability and interdisciplinarity as key components of the new “Connected Curriculum”, aims to “facilitate students to develop values, skills and aptitudes that promote civic participation, social inclusion, sustainability, digital fluency and impactful, global citizenship” (UCC, 2018). A key aim of delivering its Sustainability Strategy is that UCC would become a “Living Laboratory”, where students, academics and practitioners work together, using the campus itself as a testbed for solutions to today’s major societal challenges (UCC, 2016). A Living Laboratory project should aim to: • Solve a real-life problem • Be based on a partnership among key stakeholders, often crossing disciplinary and/or sectoral boundaries • Trial and test ideas in real life settings • Share data and findings generated openly (EAUC, 2017).
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Ings, Welby. "Beyond the Ivory Tower: Practice-led inquiry and post-disciplinary research." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.171.

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This address considers relationships between professional and postdisciplinary practices as they relate to practice-led design research. When viewed through territorial lenses, the artefacts and systems that many designers in universities develop can be argued as hybrids because they draw into their composition and contexts, diverse disciplinary fields. Procedurally, the address moves outwards from a discussion of the manner in which disciplinary designations, that originated in the secularisation of German universities during the beginning of the nineteenth century, became the template for how much knowledge is currently processed inside the academy. The paper then examines how these demarcations of thought, that included non-classical languages and literatures, social and natural sciences and technology, were disrupted in the 1970s and 1980s, by identity-based disciplines that grew inside universities. These included women’s, lesbian and gay, and ethnic studies. However, of equal importance during this period was the arrival of professional disciplines like design, journalism, nursing, business management, and hospitality. Significantly, many of these professions brought with them values and processes associated with user-centred research. Shaped by the need to respond quickly and effectively to opportunity, practitioners were accustomed to drawing on and integrating knowledge unfettered by disciplinary or professional demarcation. For instance, if a design studio required the input of a government policymaker, a patent attorney and an engineer, it was accustomed to working flexibly with diverse realms of knowledge in the pursuit of an effective outcome. In addition, these professions also employed diverse forms of practice-led inquiry. Based on high levels of situated experimentation, active reflection, and applied professional knowing, these approaches challenged many research and disciplinary conventions within the academy. Although practice-led inquiry, argued as a form of postdisciplinarity practice, is a relatively new concept (Ings, 2019), it may be associated with Wright, Embrick and Henke’s (2015, p. 271) observation that “post-disciplinary studies emerge when scholars forget about disciplines and whether ideas can be identified with any particular one: they identify with learning rather than with disciplines”. Darbellay takes this further. He sees postdisciplinarity as an essential rethinking of the concept of a discipline. He suggests that when scholars position themselves outside of the idea of disciplines, they are able to “construct a new cognitive space, in which it is no longer merely a question of opening up disciplinary borders through degrees of interaction/integration, but of fundamentally challenging the obvious fact of disciplinarity” (2016, p. 367). These authors argue that, postdisciplinarity proposes a profound rethinking of not only knowledge, but also the structures that surround and support it in universities. In the field of design, such approaches are not unfamiliar. To illustrate how practice-led research in design may operate as a postdisciplinary inquiry, this paper employs a case study of the short film Sparrow (2017). In so doing, it unpacks the way in which knowledge from within and beyond conventionally demarcated disciplinary fields, was gathered, interpreted and creatively synthesised. Here, unconstrained by disciplinary demarcations, a designed artefact surfaced through a research fusion that integrated history, medicine, software development, public policy, poetry, typography, illustration, and film production.
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Reports on the topic "Practice led research"

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Rangiwai, Byron, Marcel Croul, Allanna Goldsmith, Manaaki Fletcher, and Atareta Moses. Using Kaupapa Māori Research to Inform Practice. Unitec ePress, October 2023. http://dx.doi.org/10.34074/ocds.104.

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This paper explores the profound connections between Kaupapa Māori research and practice through the reflections of Māori practitioners. As part of a Kaupapa Māori research internship funded by Te Whatu Ora, hosted at Ngā Wai a Te Tūī, and co-led by Dr Hinekura Smith and Associate Professor Byron Rangiwai, this paper presents the perspectives of four Māori practitioners. Marcel Croul (Ngāti Tamaterā) discusses his film-editing practice in the context of a collaboration with Dr Hinekura Smith to create a short documentary on the wahine-led practice of whatuora. Allana Goldsmith (Ngāti Porou, Ngāi Tai) explores her jazz-singing practice, combining jazz music with a Māori worldview. Manaaki Fletcher (Ngāti Awa, Ngāi Tūhoe) examines the connection between Kaupapa Māori research and kapa haka, and discovers that kapa haka may be understood as a manifestation of Kaupapa Māori research. Atareta Moses (Ngāti Awa, Ngāi Tūhoe) investigates the intersections and opportunities concerning Kaupapa Māori and human-resource management.
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Apgar, Marina, Mieke Snijder, Sukanta Paul, Giel Ton, Pedro Prieto Martin, Helen Veitch, Forhad Uddin, and Shanta Karki. Evaluating CLARISSA: Evidence, Learning, and Practice. Institute of Development Studies, July 2024. http://dx.doi.org/10.19088/clarissa.2024.050.

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This research and evidence paper presents a synthesis of the findings from the embedded theory-based evaluation of the CLARISSA programme. It is structured around the three main impact pathways of the programme. The evaluation found that the Systemic Action Research intervention led to participating children and business owners building agency, expanding power, and driving change in systems. An innovative Social Protection intervention in Bangladesh using unconditional and universal cash transfer with case work and community support was found to have potential to reduce children’s engagement with paid work. Child-led advocacy activities in Nepal were found to be effective in influencing decision makers, especially when children used evidence they had generated themselves through Action Research. The evaluation of CLARISSA’s ways of working found that consortium partnerships are not static entities but rather ones that move and change over time and require constant relational work and input to be sustained. Finally, the synergy created through using Participatory Action Research as an implementation modality as well as an approach to Adaptive Management led to empowerment and effective complexity‑aware programming.
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Weijters, Bert. Cluster Analysis in R: From Theory to Practice. Instats Inc., 2023. http://dx.doi.org/10.61700/3xjho79mx2fc0706.

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This Cluster Analysis in R workshop, led by professor Bert Weijters from Ghent University, provides participants with a comprehensive understanding of the theory and practice of cluster analysis, a crucial tool in academic research for identifying patterns within datasets, including datasets with large numbers of cases and/or variables. This hands-on workshop covers topics from a very brief introduction to RStudio and cluster analysis, to mastering different clustering techniques, and provides practical exercises on simulated and real-world datasets, equipping participants with valuable skills applicable in their own research.
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Goller, Jane, Stephanie Munari, Cassandra Caddy, Teralynn Ludwick, Jacqueline Coombe, Meredith Temple-Smith, Lena Sanci, and Jane Hocking. General Practice engagement: STI, HIV and viral hepatitis care. The Sax Institute, June 2023. http://dx.doi.org/10.57022/lnur4773.

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Early detection and treatment of sexually transmitted infections, HIV, and hepatitis B and C are vital to minimise the harm they cause. This Evidence Check aimed to identify effective initiatives that engage and support GPs and the GP clinic workforce in NSW to increase testing for these conditions. It also aimed to identify effective modifications to practice management software to increase GP engagement in screening and care for these conditions. Sixty-two articles were found in total. The most effective initiatives used multiple interventions, particularly provider education and quality improvement. They involved both GPs and other health workers, and offered clinic-level initiatives to help identify patients at higher risk (e.g. software-generated alerts) and engage them in testing (e.g. through self-collected specimens). Models of care that used nurse-led testing or links to specialist services offered a way to increase capacity to carry out testing. The quality of evidence was mixed—there were few randomised controlled trials, and little evidence about the sustainability of the initiatives over time, highlighting the need for further high-quality research.
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Potts, Tavis, Paul Dargie, Maren Mitchell, Daria Shapovalova, and John Bone. Climate Assemblies and Deliberative Democracy: A Global Best Practice Review. University of Aberdeen, 2024. http://dx.doi.org/10.57064/2164/23210.

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With climate change policies increasingly used as a tool for further political polarisation, it is important to explore tools that could help bring the public on board with climate ambition. Climate assemblies, if done to a high standard, can increase community empowerment while rebuilding legitimacy within policy-making from the view of the general public. Whilst climate assemblies are important it is also vital to research theoretical approaches as well as real-world experience of climate assemblies to develop better understanding of how assembly outputs can effectively develop and legitimise climate policy and support participatory democracy. This report is developed by the Just Transition Lab at the University of Aberdeen. It is part of the Just Transition Communities Project led by North East Scotland Climate Action Network Hub and funded by the Scottish Government Just Transition Fund. The project plans to explore how communities in the North East Scotland can be involved in and drive the process of designing, creating, and delivering a just transition. This report aims to inform future climate assemblies initiatives, leading to increased community participation in climate change mitigation and adaptation policy. This report provides a literature review as an introduction to deliberative democracy and climate assemblies. It examines theory and practice in all the relevant aspects of using climate assemblies to increase public awareness of climate change, aid climate policy-making, and increasing the legitimacy and public acceptance of current and future policies. From the design of climate assemblies to participant recruitment, scale, and outcomes – this report provides an overview of theoretical approaches and 14 case studies of climate assemblies to present a rounded view of deliberative democracy in practice.
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Anderson, Colin, John Gaventa, Jenny Edwards, Anuradha Joshi, Niranjan Nampoothiri, and Emilie Wilson. Against the Odds: Action for Empowerment and Accountability in Challenging Contexts. Institute of Development Studies, February 2022. http://dx.doi.org/10.19088/a4ea.2022.001.

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How and under what conditions does citizen-led social and political action contribute to empowerment and accountability? What are the strategies used, and with what outcomes, especially in settings which are democratically weak, politically fragile and affected by legacies of violence and conflict? The A4EA programme has explored these questions in Mozambique, Myanmar, Nigeria and Pakistan over five years between 2016-2021. This paper presents the key findings and policy and practice implications from this research across the themes of space for citizen action; citizen-governance relations; women’s political participation and collective action; citizen-led strategies for empowerment and accountability; and enabling citizen action. It also shares important lessons drawn from A4EA experience on conducting and communicating research in complex political contexts like these, and for research consortia. Whilst the research conclusions are drawn from A4EA’s four focus countries, in an increasingly fragile and authoritarian world, the findings are becoming pertinent for more and more contexts across the globe.
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Smith, Hinekura, Jenn Sarich, Taoitekura Eruera, Ann-Margaret Campbell-Strickland, and Lillian Mato Bartlett. Whakarongo ki te Tangi! – Listen to Our Tears, Listen to Our Call! Learnings from a Summer Research Mentorship to Grow Kaupapa Māori Community Health Researchers. Unitec ePress, November 2023. http://dx.doi.org/10.34074/ocds.105.

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This co-authored paper centres the Māori cultural practice of tangi, both as a way to heal and to be heard, for four new and emerging Māori community health researchers involved in a Kaupapa Māori research mentorship. If research mentorships are about growing research capability and capacity, we highlight here that another important ‘c’ comes first – confidence. For over 20 years, Kaupapa Māori theory and research have carved out critically important space for Māori to research ‘as Māori’ in academia, yet omnipresent colonialism continues to cast doubts on the validity of our voices as researchers, and our ‘worthiness’ or ability to step confidently into research space. Here, four emerging Māori researchers who are committed to making research-informed health changes in our communities share how our confidence to ‘do’ research grew during a summer Kaupapa Māori research mentorship. We each experience the emotion of tangi – be it a bird’s call or weeping – in different ways. Therefore, rather than offer advice on ‘how to become confident as an emerging Kaupapa Māori researcher’, this co-authored paper encourages you to hear, and importantly feel, these stories about ‘becoming’ and to consider how research must do better to create more Kaupapa Māori-led opportunities for Māori to confidently step into research with, and for, their communities.
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Lenhardt, Amanda. Local Knowledge and Participation in the Covid-19 Response. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/cc.2021.005.

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This report explores approaches to participation in humanitarian response and evidence on the contributions of community engagement in effective response and recovery efforts.It begins with a brief overview of decolonial perspectives on the Covid-19 pandemic to situate participation in the wider context and history of humanitarian and development theory and practice. This is followed by a brief summary of evidence on the role of participation in humanitarian activities andsituates the now ubiquitous concept of ‘Building Back Better’ (BBB) inthe discussion of participatory crisis response and recovery. The remaining sections of the report introduce participatory approaches that have been applied through the Covid-19 pandemic: decentralised decision-making, technological adaptations to engage local communities, and Southern-led research and participatory research methods.
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Edwards, Frannie, Kaikai Liu, Amanda Lee Hughes, Jerry Zeyu Gao, Dan Goodrich, Alan Barner, and Robert Herrera. Best Practices in Disaster Public Communications: Evacuation Alerting and Social Media. Mineta Transportation Institute, December 2022. http://dx.doi.org/10.31979/mti.2022.2254.

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This research project examines the current state of the practice for disaster public communication, the distrust of government, the training available to public information officers, and the literature available to guide the design of effective public outreach messaging, especially for rapid on-set events. Growing distrust in government had led to lack of public confidence in public agency messaging during emergencies, yet public agency public information officers are using multiple pathways, including both traditional and social media resources, to try to reach impacted communities effectively. The introduction explains the development of wildfire events in the West and their context. A literature review displays the sociological and political research that guides the development of public outreach, warning and evacuation. The findings display the SCU Complex Fire and CZU Complex Fire of 2020 as case studies of outreach efforts during rapid onset wildfire events and explains techniques of data scraping that could enhance public messaging. The analysis categorizes a variety of best practices in disaster communications. The project concludes with a white paper outlining a pathway toward creating a cell phone app that would provide event, time and location specific information about a disaster event, using official sources and social media.
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Wang, Kun, and Ian Stewart. Can artificial intelligence learn to be a project professional? Potential implications for the professional status of project management. Association for Project Management, June 2022. http://dx.doi.org/10.61175/tema4085.

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How to use AI technology in project management has had a lot of attention recently and the impact of AI has become a popular topic to debate when predicting the future of the project profession. AI has potential to become a significant tool for project professionals when delivering projects. Our report, led by the University of Southampton explores how professionals view the current state of AI in project management. This research aimed to study the general perception of AI and the ease of use of AI technology within projects. The scope of the report is to find common themes of AI in projects rather than to provide specific cases of AI in projects. The research developed three research and practice-oriented objectives to reach this aim. This allowed the report to include previous research to determine the current state of AI research in project management, and to suggest recommendations based on the current perception of AI among project professionals.
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