share

 

step-change for higher arts research and education

 

Find out more on the SHARE website: www.sharenetwork.eu

 

the 3rd cycle debate in the arts

 

The following discussion documents were prepared in advance of the First Annual SHARE Conference in the Finnish Academy of Fine Art, Helsinki, 4-5 November 2011:

  1. Recurrent issues in the debates on doctoral level studies in the creative arts
  2. Graduate Schools and Different Models of 3rd Cycle Award
  3. Relationships between 2nd Cycle and 3rd Cycle Award
  4. The Australian model of PhD by practice in creative arts at UTAS
  5. The Summer School Model and 3rd Cycle Students and Researchers

 

the 3rd cycle descriptor

 

Qualifications that signify completion of the third cycle are awarded to students who:

  • have demonstrated a systematic understanding of a field of study and mastery of the skills and methods of research associated with that field;
  • have demonstrated the ability to conceive, design, implement and adapt a substantial process of research with scholarly integrity;
  • have made a contribution through original research that extends the frontier of knowledge by developing a substantial body of work, some of which merits national or international refereed publication;
  • are capable of critical analysis, evaluation and synthesis of new and complex ideas;
  • can communicate with their peers, the larger scholarly community and with society in general about their areas of expertise;
  • can be expected to be able to promote, within academic and professional contexts, technological, social or cultural advancement in a knowledge based society;

 

Descriptor Glossary:

1. The word ‘professional’ is used in the descriptors in its broadest sense, relating to those attributes relevant to undertaking work or a vocation and that involves the application of some aspects of advanced learning. It is not used with regard to those specific requirements relating to regulated professions. The latter may be identified with the profile / specification.
2. The word ‘competence’ is used in the descriptors in its broadest sense, allowing for gradation of abilities or skills. It is not used in the narrower sense identified solely on the basis of a ‘yes/no’ assessment.
3. The word ‘research’ is used to cover a wide variety of activities, with the context often related to a field of study; the term is used here to represent a careful study or investigation based on a systematic understanding and critical awareness of knowledge. The word is used in an inclusive way to accommodate the range of activities that support original and innovative work in the whole range of academic, professional and technological fields, including the humanities, and traditional, performing, and other creative arts. It is not used in any limited or restricted sense, or relating solely to a traditional 'scientific method'.