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Journal articles on the topic 'Research-led practice'

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Author: Grafiati

Published: 10 December 2022

Last updated: 10 January 2024

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1

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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2

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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3

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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4

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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6

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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7

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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8

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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9

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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10

Mortensen Steagall, Marcos, Joao Massarolo, Sergio Nesteriuk Gallo, and Dario Mesquista. "EDITORIAL LINK 2022 Journal: a collection on practice-led research vol. II." Revista GEMInIS 13, no. 3 (June 2022): 3–4. http://dx.doi.org/10.53450/2179-1465.rg.2022v13i3p3-4.

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Kia ora With are delighted to present the second volume of the Dossier LINK2022 Practice-led research In Communication Design. This collection offers a broad, rich and diverse panorama of practice-oriented research approaches in contemporary times. In this way, the articles demonstrate the potential of these approaches and stimulate new research that expands the potential of this field of increasing relevance and interest to the academic community. This collection is a result of an international partnership between the LINK Practice-led Research Group from the Auckland University of Technology - AUT, in Aotearoa, New Zealand, the Journal GEMInIS from the Federal University of São Carlos – UFSCar and Anhembi Morumbi University. The first part of the second volume addresses the issue of platforms in film festivals, Tik Tok and crunch time practices in video game production. The second part focuses on teaching Design through case studies and teaching practices that address notions such as interdisciplinarity, critical thinking, visuality and materiality. This bilingual version reinforces the LINK Practice-led Research group's commitment to promoting the projects and methodologies used in practice-led research, particularly in Global South epistemologies. Ngā manaakitanga

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11

Baker, Dallas J. "Queering Practice-Led Research: Subjectivity, performative research and the creative arts." Creative Industries Journal 4, no. 1 (January 2011): 33–51. http://dx.doi.org/10.1386/cij.4.1.33_1.

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12

Ananda, Rizky Fauzy, Helena Evelin Limbong, and Hery Budiawan. "Saru Pakareman: Refleksi Pengalaman Diri sebagai Practice-led Research." Resital: Jurnal Seni Pertunjukan 23, no. 2 (August 1, 2022): 75–87. http://dx.doi.org/10.24821/resital.v23i2.7328.

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ABSTRACT This research on the art creation of Saru Pakareman's work aims to find the importance of repetition in both musical and extra-musical. This work is a process of creating musical compositions that depart from the reflection of the researcher's self-experience. This art creation research activity is based on musical and extra-musical experiences in the researcher's life that have an influence on the researcher's music writing style or language. These experiences are mostly found by researchers from everyday life from childhood in the realm of family (social) phenomena where the influence of cultural teachings brought by mothers plays a major role in the process of self-introduction and the researcher's musical style. The art creation research methodology used is Practice-led Research artistic research which is also integrated with ethnographic and phenomenological approaches. The stages carried out a) the collection of data on phenomena, minimalist music, repetitions, Sundanese, and drum patterns, b) deepening of art creation: Repetition, Art creation Internship, Laboratory, and Curation. The results of this art creation research are in the form of program music works based on family socio-cultural phenomena and repetitions with simple development, interpretation of laras saléndro padantara into the whole tone scale in Western music, as well as the transition of traditional musical instruments kendang, karawitan degung laras madenda, and karawitan jaipong into the form of a string ensemble presentation. The results of such art creation research prove that the importance of repetition in music as well as in the context of life. Without repetitions in music a piece will not sound musical, while in the context of life repetition is something that always exists in everyday life such as worship activities and life patterns, in the context of education repetition is the easiest and most basic way of learning to learn and recall about understanding something. Reflection on life-experience through Practice-led Research is proven to be an idea of art creation research and is able to bridge the gap between subjectivity and objectivity in scientific writing.ABSTRAK Penelitian penciptaan karya Saru Pakareman ini bertujuan untuk menemukan arti pending repetisi baik dalam musikal maupun ekstra-musikal. Karya ini merupakan proses penciptaan komposisi musik yang berangkat dari refleksi pengalaman diri penulis. Kegiatan penelitian penciptaan ini didasari oleh pengalaman musikal dan ekstra-musikal dalam hidup penulis yang memiliki pengaruh terhadap gaya atau bahasa penulisan musik penulis. Pengalaman pengalaman tersebut sebagian besar didapati penulis dari kehidupan sehari-hari sedari kecil dalam ranah fenomena (sosial) keluarga di mana pengaruh ajaran kebudayaan yang dibawa oleh ibu berperan besar dalam proses pengenalan diri dan gaya musik penulis. Metodologi penelitian penciptaan yang digunakan adalah penelitian artistik Practice-led Research yang juga diintegrasikan dengan pendekatan etnografi dan fenomenologi. Tahapan yang dilakukan: a) Pengumpulan data mengenai fenomena, musik minimalis, repetisi, Sunda, dan pola kendang; b) Pendalaman penciptaan: repetisi, magang penciptaan, laboratorium, dan kurasi. Hasil penelitian penciptaan ini berupa karya musik program yang didasari oleh fenomena sosial budaya keluarga dan repetisi dengan pengembangan sederhana, penginterpretasian laras saléndro padantara ke dalam whole tone scale dalam musik barat, serta peralihan wahana instrumen musik tradisional kendang, karawitan degung laras madenda, dan karawitan jaipong ke dalam bentuk sajian ansambel gesek. Hasil dari penelitian penciptaan tersebut membuktikan bahwa pentingnya repetisi dalam musik maupun dalam konteks kehidupan. Tanpa adanya repetisi dalam musik suatu karya tidak akan terdengar musikal, sedangkan dalam konteks kehidupan repetisi adalah hal yang selalu ada dalam keseharian seperti kegiatan peribadatan maupun pola hidup, dalam konteks Pendidikan repetisi merupakan cara belajar termudah dan paling dasar untuk mempelajari dan mengingat kembali tentang pemahaman sesuatu. Refleksi atas pengalaman diri lewat Practice-led Research terbukti dapat dijadikan sebuah ide penelitian penciptaan dan mampu menjembatani antara subjektifitas dan objektifitas dalam penulisan ilmiah.

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13

Tierney, Alison. "Research literacy: an essential prerequisite for knowledge-led practice." Nurse Researcher 1, no. 1 (September 1993): 79–83. http://dx.doi.org/10.7748/nr.1.1.79.s10.

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14

Baki, Hala, Joyelle Ball, Yasmine Jahanmir, and Haddy Kreie. "Mind Readers: Imagining Research-led Practice in Doctoral Education." Theatre Topics 29, no. 2 (2019): 127–39. http://dx.doi.org/10.1353/tt.2019.0019.

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15

Wilkie, Alex, William Gaver, Drew Hemment, and Gabriella Giannachi. "Creative Assemblages: Organisation and Outputs of Practice-Led Research." Leonardo 43, no. 1 (February 2010): 98–99. http://dx.doi.org/10.1162/leon.2010.43.1.98.

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16

Comninos, Nikki. "Practice-led research: Home video and the autobiographical self." Journal of African Cinemas 9, no. 2 (December 1, 2017): 203–18. http://dx.doi.org/10.1386/jac.9.2-3.203_1.

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17

Sweet, Tonya. "Artefacts with agency: Fostering resilience through practice-led research." Research in Arts and Education 2018, no. 3 (December 1, 2018): 73–91. http://dx.doi.org/10.54916/rae.118860.

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18

den Hengst-Bruggeling, Mariëlle. "Examining Intelligence-Led Policing. Developments in research, policy and practice." European Journal of Policing Studies 2, no. 2 (December 2014): 224–27. http://dx.doi.org/10.5553/ejps/2034760x2014002002006.

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19

Archer-Lean, Clare, and Gary Crew. "Tracing Practice-Led Research to Locate a ‘Nature' inRemembering Babylon." Journal of Language, Literature and Culture 62, no. 3 (September 2, 2015): 182–90. http://dx.doi.org/10.1080/20512856.2015.1103979.

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20

Harper, Graeme. "Practice-led research and the future of the creative industries." Creative Industries Journal 4, no. 1 (January 2011): 5–17. http://dx.doi.org/10.1386/cij.4.1.5_1.

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21

Nimkulrat, Nithikul. "Material inspiration: From practice-led research to craft art education." Craft Research 1, no. 1 (September 2010): 63–84. http://dx.doi.org/10.1386/crre.1.63_1.

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22

Kim, Hye Eun. "Seams and Edges in a Garment: A Practice-Led Research." TEXTILE 18, no. 3 (January 23, 2020): 332–43. http://dx.doi.org/10.1080/14759756.2019.1709268.

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23

Huotari, Vesa. "Examining intelligence-led policing: developments in research, policy and practice." Policing and Society 24, no. 4 (April 17, 2014): 497–99. http://dx.doi.org/10.1080/10439463.2014.910009.

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24

Heytens, L., and S. Temurziev. "Malignant Hyperthermia in Belgium: 35 years of practice-led research." Acta Anaesthesiologica Belgica 74, no. 1 (March 2023): 13–21. http://dx.doi.org/10.56126/74.1.04.

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As of 1986 a laboratory for the diagnosis of Malignant Hyperthermia (MH) was established at the University of Antwerp which since then served as the national reference laboratory for this rare anesthetic complication. Our unit is an accredited lab within the network of the European Malignant Hyperthermia Group and thus has had the chance to attain a solid practical expertise in this disorder, as well as to collaborate in several multicentre studies on MH. The present review summarizes what collaborative international research has taught us about MH over the last 3,5 decades, and covers evolving insights in such topics as pathophysiology, clinical presentation, treatment, anesthesia for patients with an increased risk of developing MH, molecular genetics, diagnostic work-up and relationship to other myopathies.

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25

Mortensen Steagall, Marcos, and Fiona Grieve. "Creative practice as research: an undergraduate practice-led project in Communication Design in New Zealand." DAT Journal 8, no. 1 (March 15, 2023): 5–41. http://dx.doi.org/10.29147/datjournal.v8i1.700.

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In the past three decades, designers have adopted an innovative position as practitioner- researchers in universities by conducting academic research through their creative practice. Many scholars have acknowledged and discussed the will to communicate through creative means. Such endeavours have always been part of the learning and teaching in Graphic Design but how practice-led research sits within university institutions at the undergraduate level requires further investigation. This article offers insights into five design practitioners developing research projects led by the practice, of academics at Auckland University of Technology, in Auckland, New Zealand. These undergraduate candidates are undertaking research by creative practice in the broad field of Visual Communication Design. These new practitioners/researchers to the academic space feel profound and unsettled tensions, for whom traditional research approaches seem too ordered to capture the dynamism of the inquiry process, which lies at the heart of their creative practice. They seek an approach that can offer high levels of interdisciplinarity and focus on skill and competence to produce insights into a socio-material iterative design process. The article presents, with a commentary on practice, five projects operating in the context of complex problems young designers face and their understanding of the design work as it relates to practice and research. The article contributes to advancing a shift in higher design education towards creative practice as an approach to research, promoting the social and the cultural rather than design that is industrially driven. While working within this scope, it is envisaged that some arguments and inferences will have applicability beyond the Aotearoa and for other creative practices, practitioners and researchers.

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Mortensen Steagall, Marcos. "Immersive Photography: a practice-led methodological approach to landscape photography research." LINK Praxis 1, no. 1 (October 25, 2023): 209–42. http://dx.doi.org/10.24135/link-praxis.v1i1.9.

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In recent years, there has been a notable shift in the design field towards practice-led research, driven by the recognition of design practitioners as valuable contributors to knowledge production. However, the lack of well-defined methodologies for conducting practice-led research in academia has posed challenges to its progress and widespread adoption. This article aims to address this gap by providing examples of effective methodologies in practice-led research. The article emphasises the importance of robust frameworks that foster a symbiotic relationship between design practice and research, integrating theoretical inquiry and hands-on experimentation. It presents an innovative approach developed by the author during their PhD, which contributes to the ongoing discourses on practice-led research in design. The proposed methodology consists of four stages: the landscape, data gathering, reflection, and feedback. By engaging in iterative cycles of design exploration, critique, and reflection, the researcher gains a holistic understanding of design processes and their outcomes. This approach facilitates an in-depth exploration of the complex interplay between design concepts, materials, and the surrounding landscape. Ultimately, this article contributes to the discourse on practice-led research in the design field by introducing a methodology that embraces the practical, creative, and theoretical aspects of design inquiry. It responds to the increasing demand for examples of effective methodologies and provides a valuable resource for researchers and practitioners engaged in practice-led research at the PhD level.

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Fitzgerald, Sean. "Encouraging Discussion of Science and Technology Futures through Practice-Led Research." Anthropocenes – Human, Inhuman, Posthuman 1, no. 1 (May 27, 2020): 9. http://dx.doi.org/10.16997/ahip.13.

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Boyle, Colleen. "Take(s) One to Know One: Photography and Practice-led Research." International Journal of the Image 6, no. 1 (2014): 13–21. http://dx.doi.org/10.18848/2154-8560/cgp/v06i01/44161.

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Michail, Samia, and Mary Kellett. "Child-led research in the context of Australian social welfare practice." Child & Family Social Work 20, no. 4 (August 11, 2013): 387–95. http://dx.doi.org/10.1111/cfs.12087.

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Knudsen, Erik. "JMP/Salford Symposium: Peer review and dissemination of practice-led research." Journal of Media Practice 8, no. 1 (January 1, 2007): 5–6. http://dx.doi.org/10.1386/jmpr.8.1.5_2.

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Belford, Patricia. "Shadow Tissue: A Woven and Print Collaboration through Practice-led Research." Journal of Textile Design Research and Practice 2, no. 2 (November 2014): 115–32. http://dx.doi.org/10.2752/205117814x14228978833411.

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Ishizawa, Maya, and Eugene Jo. "Guest editorial: Towards practice-led research agendas for World Heritage properties." Journal of Cultural Heritage Management and Sustainable Development 13, no. 3 (August 8, 2023): 405–11. http://dx.doi.org/10.1108/jchmsd-08-2023-217.

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33

Mehta, Alesha, and Sarah Foster-Sproull. "The soil in the lines of my mehndi: Toward a decolonial ritual choreographic methodology." Journal for Research in Arts and Sports Education 5, no. 4 (November 22, 2021): 4–18. http://dx.doi.org/10.23865/jased.v5.2964.

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This article explores instigating ritual movement practices as a decolonial approach to practice led research within a Western liberal arts context. By connecting ritual with movement through a decolonial lens, a choreographic methodology was explored to enable belonging, cultural identity and empowerment to evolve within postgraduate practice led research. Ritual movement processes may involve trial and error as well as deep experimentation to unveil and unpack decolonial experience. Building from student-centred personal reflections, this article proposes that ritual movement practice may allow for cultural representation, belonging and decoloniality to occur within a neoliberal educational context. To explore this realm a central query evolved, how might ritual movement practices instigate a decolonial student experience within postgraduate practice led research?

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Luo, Yuxin, K. Marimuthu, and S. Bala Murugan. "Optimized Learning Strategy Towards Research-LED Teaching Curriculum Development." International Journal of Uncertainty, Fuzziness and Knowledge-Based Systems 30, no. 03 (June 2022): 443–61. http://dx.doi.org/10.1142/s0218488522400153.

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Leadership Education Development (LED) teaching results in criticism and debate in the learning atmosphere for students. The significant challenges in LED are analyzing how research can successfully be applied to benefit the students’ teaching, the political essence of education, identifying education research as a science, and the dislocation between educational research and education practice. Teaching and research are two critical ties to tertiary education programs. Two psychological tools have been built from archived research data and show how this form of reuse allows pedagogue to directly link research and teaching. This manuscript proposed an Optimized Learning Strategy (OLS) to improve curriculum development. OLS provides strategies for learning that increase learning ability, learning experience, boost understanding, and connect with previous knowledge of new information. This paper presents the real practice of the development of LED teaching programming. Finally, the results show the students highly recommended OLS based on case study analysis to measure teaching and learning methods.

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Hobbs, Jason, Terence Fenn, and Andrea Resmini. "Maturing a Practice." Journal of Information Architecture 2, no. 1 (April 1, 2010): 41–62. http://dx.doi.org/10.55135/1015060901/101.003/4.013.

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The authors of this paper position pratice-led research (PLR) as an effective agent in the transformation of the seemingly inherent and natural acts found in casual practice into the formal arrangement of accepted truths and regulated practices of a discipline for user experience design (UXD) and information architecture (IA) communities of practice. The paper does not intend to exhaustively define discourse analysis, discipline practice or pratice-led research per se, but rather to introduce practitioners and the fields of UXD and IA at large to the basic concepts of PLR so as to begin establishing discussion and awareness

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Hobbs, Jason, Terence Fenn, and Andrea Resmini. "Maturing a practice." Journal of Information Architecture 2, no. 1 (April 30, 2010): 41–62. http://dx.doi.org/10.55135/1015060901/101.003/1.013.

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The paper positions pratice-led research (PLR) as an effective agent in the transformation of the seemingly inherent and natural acts found in casual practice into the formal arrangement of accepted truths and regulated practices of a discipline for user experience design (UXD) and information architecture (IA) communities of practice. The paper does not intend to exhaustively define discourse analysis, discipline practice or pratice-led research per se, but rather to introduce practitioners and the fields of UX and IA at large to the basic concepts of PLR so as to begin establishing discussion and awareness

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37

Kong, Sui-Ting, Evgenia Stepanova, and Vyomesh Thanki. "Collaborative practice research in social work: piloting a model for research and professional learning during COVID-19." European Social Work Research 1, no. 1 (April 2023): 84–101. http://dx.doi.org/10.1332/xpuv7930.

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Given the quintessentially collaborative nature of social work practice research, many researchers have explored the utility of participatory action research for promoting collaborative learning and knowledge production in social work. As a response to this call for participatory practice research methodology, we developed and piloted ‘collaborative practice research in social work’ in the project, ‘Empowering Social Workers in Challenging Times: Learning from Best Practice during COVID-19’. ‘Collaborative practice research in social work’ is a networked approach to social work participatory practice research, designed to integrate practice wisdom and research evidence to produce useful knowledge for social workers to practise ethically and effectively during COVID-19. This article will present some findings from the evaluation of ‘collaborative practice research in social work’, showing how the reversed sequence of involvement (practitioner researchers first and then academics) in research can enable practitioner-led learning, democratise knowledge production and help validate different types of knowledge in social work practice research. ‘Collaborative practice research in social work’ has demonstrated the need to address alienating academic practices that are not sensitive to the needs of practice or see practice as an afterthought. Findings further suggest the need to better prepare academic researchers to engage with participatory practice research, which can be an emotionally unsettling and unfamiliar research environment.

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Specht, Inga, and Franziska Loreit. "Empirical Knowledge About Person-Led Guided Tours in Museums: A Scoping Review." Journal of Interpretation Research 26, no. 2 (November 2021): 96–130. http://dx.doi.org/10.1177/10925872211065653.

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Person-led guided tours play an important role in museums’ educational programs. With this scoping review, we take a critical look at existing knowledge based on empirically-based primary studies to shed light on the practices of person-led guided tours in museums, focusing on the tour leader and his/her work practice. Our review included 39 peer-reviewed papers from 1978 to 2018. Results indicate that the research landscape is scattered across different disciplines. We specified three main research topics (docent training, professionalism/expertise, tour performance) to which the reviewed papers could be assigned and made cross-references between studies. Consequently, the review reveals the very complex practice of person-led guided tours in museums. Our review closes with the discussion of implications for practice and further research, with the intention of advancing multidisciplinary empirical research on the guiding practice in museums and person-led museum guided tours.

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Frederick, Ursula K., and Tracy Ireland. "‘Last Drinks at the Hibernian’: practice-led research into art and archaeology." Australian Archaeology 85, no. 3 (September 2, 2019): 279–94. http://dx.doi.org/10.1080/03122417.2020.1749482.

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40

Hoggett, James. "Book Review: Examining Intelligence-Led Policing, Developments in Research, Policy and Practice." International Journal of Police Science & Management 16, no. 3 (September 2014): 243–44. http://dx.doi.org/10.1350/ijps.2014.16.3.343.

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41

Charles, Matthew. "Teaching, in Spite of Excellence: Recovering a Practice of Teaching-Led Research." Studies in Philosophy and Education 37, no. 1 (February 3, 2017): 15–29. http://dx.doi.org/10.1007/s11217-017-9568-1.

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42

Garfield, Rachel. "Articulating a position through research: The practice-led PhD, a case study." Journal of Media Practice 8, no. 2 (January 1, 2007): 221–34. http://dx.doi.org/10.1386/jmpr.8.2.221_1.

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Mäkelä, Maarit. "Knowing Through Making: The Role of the Artefact in Practice-led Research." Knowledge, Technology & Policy 20, no. 3 (September 11, 2007): 157–63. http://dx.doi.org/10.1007/s12130-007-9028-2.

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Ardern, Sophie, and Marcos Mortensen Steagall. "Awakening takes place within: a practice-led research through texture and embodiment." DAT Journal 8, no. 1 (March 15, 2023): 70–100. http://dx.doi.org/10.29147/datjournal.v8i1.701.

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This article explores contextual research and creative design methodologies to understand the relationship between the researcher’s embodied approach and the produced artefact. The question of: ‘How might I honestly depict my own embodied textural world to awaken others?’ frames the project in a way which allows the designer/researcher to produce work organically and honestly. Encompassing different navigational directions and frameworks of information allows personal understanding to pervade through. The ideas of place, nostalgia, storytelling and texture are explored throughout the physical artefacts of a textural archival book ‘Awaken’ and a series of posters. The methodology of a heuristic-led enquiry activated by embodiment enabled the translation into something more significant than an abstract thought. Exploring the contextual knowledge of texture and its multi-sensory ability, nostalgia and embodiment, frames the project in the broader context allowing for a critical work commentary.

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Mortensen Steagall, Marcos. "New thinking in practice-led research in Design in Aotearoa New Zealand." DAT Journal 8, no. 1 (March 15, 2023): 1–4. http://dx.doi.org/10.29147/datjournal.v8i1.705.

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In recent years, creative work and its potential relationships to scholarly research are increasing in influence and introducing critical vitality to Universities, opening new approaches for collaboration, interdisciplinarity and community engagement. For practitioners, it offers a research approach that merges personal experience into the designer practice, skill set and design artefact. [...]

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Gitonga, Lucy, Consolata Kirigia, and undays Mukhwana. "ORIGINAL RESEARCH: MIDWIVES’ KNOWLEDGE AND PRACTICE OF MIDWIFERY-LED CARE MODEL IN EMBU COUNTY, KENYA." Practising midwife 26, no. 6 (June 1, 2023): 40–44. http://dx.doi.org/10.55975/fdxf5818.

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The midwifery-led care model improves maternal and neonatal health outcomes. For midwives to autonomously utlise a midwifery-led care model, they must know what it entails within available practice guidelines. Little is known about practitioners’ knowledge and practice of this model in Embu County. The study found that there are gaps in knowledge and implementation of midwifery-led care in Embu. We recommend educating midwives about midwifery-led care, and the introduction of this model into the region as a means of strengthening midwifery practice to improve maternal and neonatal health outcomes.

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Kim, Hye Eun. "A Research into the Characteristics of Fashion/Textile Design Practice-Led PhD Theses in the UK." Journal of the Korean Society of Costume 65, no. 6 (September 30, 2015): 48–62. http://dx.doi.org/10.7233/jksc.2015.65.6.048.

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Rendell, Jane. "Architectural research and disciplinarity." Architectural Research Quarterly 8, no. 2 (June 2004): 141–47. http://dx.doi.org/10.1017/s135913550400017x.

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There are at present considerable concerns with how architectural research will be assessed in the Research Assessment Exercise (RAE) of 2008. In RAE 2001, most architectural research was submitted to one of three Units of Assessment (UoA): 33 Built Environment, 60 History of Art, Architecture and Design, and 64 Art and Design. There were subtle, but important, differences in output definition and assessment criteria between UoA 33 and UoA 64 with respect to practice-led research. Most importantly, in UoA 33 practice-led outputs were accepted by the panel, but only as publications, whereas UoA 64 assessed practice-led research outputs accompanied by a 300-word statement that clarified the contributions of that particular research to the development of original knowledge in the field. The diversity of methods and complexity of output types, combined with the composition of UoA 33, led to results that many feel did not properly reflect the strengths of architectural design, particularly practice-led research. This methodology essentially disenfranchised a significant part of the community from the rae process to the detriment not only of the community, but to the credibility of the process itself.

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Hecq, Dominique. "Interactive Narrative Pedagogy as a Heuristic for Understanding Supervision in Practice-led Research." New Writing 6, no. 1 (March 2009): 40–50. http://dx.doi.org/10.1080/14790720802598647.

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Macfarlane, Siân. "Finding Lily F. Whaite: Exploring Victorian Women Artists’ Experiences through Practice-Led Research." Collections: A Journal for Museum and Archives Professionals 14, no. 3 (September 2018): 383–402. http://dx.doi.org/10.1177/155019061801400312.

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Henry Clarence Whaite (1828-1912) was an English artist, drawn to North Wales by his desire to paint the landscape, becoming part of a burgeoning arts scene based around Betws-y-Coed. Lily F. Whaite (1876-1959), his daughter, was an artist in her own right and one of the founding members of the first women's arts group in Wales, the Gwynedd Ladies’ Arts Society. The archive of H. Clarence and Lily F. Whaite, located at the National Library of Wales, is extensive in nature and includes a number of photographs, sketches, personal papers, and, crucially, personal letters among father, daughter, and Jane Alice Whaite (1836-1906), Lily's mother. Of particular interest for this examination are Lily Whaite's letters, spanning her preteens until her 30s, which pay heed to the life of a female artist in Wales. The letters (and the wider archive) form an impression of the life of a woman artist active in both local and national artist circles, her experiences living in Wales and other parts of the United Kingdom, and her relationships with family and other artists, and in this regard, the archive represents a key uncovering. In this article, I explore the opportunities presented by existing archival resources related to established and renowned men to shed light on underrepresented voices: those of Victorian women artists, including Lily F. Whaite.

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