Bibliography on supervision, research training, and research in art and design

Please send additions to this bibliography to darren.newbury@uce.ac.uk

 

A

Abbey, S. 1997. Multiparadigm voices of doctoral students: shifting the boundaries of learning through a collaborative study process. International Journal of Qualitative Studies in Education, 10(1): 101-115.

 

Agnew, K. 1993. The Spitfire: Legend or History? An argument for a new research culture in design. Journal of Design History, 6(2): 121-130.

 

Allison, B. 1990. Research in art and design: research problems, programmes and databases. International Journal of Technology and Design Education, 1(1): 3-13.

 

Allison, B. 1991. Open door on research in art and design. Design and Technology Teaching, 23(3): 157-160, 164.

 

Allison, B. 1994. Research in art and design in the United Kingdom. Higher Education Review, 26(2): 49-64.

 

Archer, B. 1995. The nature of research. Co-Design, 2: 6-13.

 

Atkinson, P. 1991. Supervising the text. Qualitative Studies in Education, 4(2): 161-174.

 

B

 

Baldacchino, G. 1995. Reflections on the status of a doctoral defence. Journal of Graduate Education, 1(3): 71-76.

 

Baldauf, B. 1998. Doctoral education and research training in Germany: towards a more structured and efficient approach? European Journal of Education, 33(2): 161-182.

 

Bazeley, P. 1999. Continuing research by PhD graduates. Higher Education Quarterly, 53(4): 333-352.

 

Becher, T., Henkel, M. and Kogan, M. Eds. 1994. Graduate Education in Britain. London: Jessica Kingsley.

 

Biggs, M. 2000. Foundations of practice-based research: proceedings of the research into practice conference [online]. Working Papers in Art and Design Volume 1. Available from URL: http://www.herts.ac.uk/artdes/research/papers/wpades/vol1/vol1intro.html [Accessed 11th September 2002].

 

Black, D. 1995. A Guide for Research Supervisors. Dereham: Peter Francis.

 

Booth, A.L. and Satchell, S.E. 1996. British PhD completion rates: some evidence from the 1980s. Higher Education Review, 28(2): 48-56.

 

Bougourd, J., Evans, S. and Gronberg, T. Eds. 1988. The Matrix of Research in Art and Design Education: Conference on Research in Art and Design organised by the London Institute and the CNAA. London: Central Saint Martins College of Art and Design and the London Institute.

 

Bourner, T., Bowden, R. and Laing, S. 1999. Innovation or standardisation in research degree awards: lessons from the new universities. Higher Education Review, 31(2): 11-28.

 

Bourner, T., Bowden, R. and Laing, S. 1999. A national profile of research degree awards: innovation, clarity and coherence. Higher Education Quarterly, 53(3): 264-280.

 

Bourner, T., Bowden, R. and Laing, S. 2001. Professional doctorates in England. Studies in Higher Education, 26(1): 65-83.

 

Brew, A. 2001. Conceptions of research: a phenomenographical study. Studies in Higher Education, 26(3): 271-285.

 

Brown, S., McDowell, L. and Race, P. 1995. 500 Tips for Research Students. London: Kogan Page.

 

Buchanan, R., Doordan, D., Justice, L. and Margolin, V. Eds. 1999. Doctoral Education in Design 1998: Proceedings of the Ohio conference, October 8-11, 1998. Pittsburgh: Carnegie Mellon University.

 

Burgess, R. Ed. 1994. Postgraduate Education and Training in Social Sciences: Processes and Products. London: Jessica Kingsley.

 

Burnham, P. 1995. Surviving the viva: unravelling the mystery of the PhD oral. Journal of Graduate Education, 1(1): 30-35.

 

C

 

Candlin, F. 2000. Practice-based doctorates and questions of academic legitimacy. Journal of Art and Design Education, 19(1): 96-101.

 

Castro Sexias, P. 1998. Portuguese doctoral studies: between career and education. European Journal of Education, 33(2): 205-215.

 

Clegg, S. and Alexander, M. 2001. Delivering core training for postgraduate research students over the web. Issues in Postgraduate Supervision, Teaching and Management. No.7. London: Society for Research into Higher Education.

 

Clegg, S. and Bowman, H. 2000. Ivory Towers? Research students' perceptions of the academy [unpublished manuscript].

 

Clough, P., and Nutbrown, C. 2002. A Student’s Guide to Methodology: Justifying Enquiry. London: Sage Publications. [See Review]

 

Coe, E. and Keeling, C. 2000. Setting up peer-mentoring with postgraduate research students. Issues in Postgraduate Supervision, Teaching and Management. No.6. London: Society for Research into Higher Education.

 

Coleman, R. 1994. Design Research For Our Future Selves. Royal College of Art Research Papers. Vol.1. No.2. London: Royal College of Art.

 

Collinson, J. 1998. Professionally trained researchers? Expectations of competence in social science doctoral research training. Higher Education Review, 31(1): 59-67.

 

Collinson, J. and Hockey, J. 1995. Sanctions and savings: some reflections on ESRC doctoral policy. Higher Education Review, 27(3): 56-63.

 

Collinson, J. and Hockey, J. 1997. The social science training-model doctorate: student choice? Journal of Further and Higher Education, 21(3): 373-381.

 

Coyne, R. and Snodgrass, A. 1991. Is designing mysterious? Challenging the dual knowledge thesis. Design Studies, 12(3): 124-131.

 

Cryer, P. 1996. The Research Student's Guide to Success. Buckingham: Open University Press.

 

Cryer, P. 1997. Handling common dilemmas in supervision. Issues in Postgraduate Supervision, Teaching and Management. No.2. London: Society for Research into Higher Education.

 

Cryer, P. 1998. Developing postgraduates' key skills. Issues in Postgraduate Supervision, Teaching and Management. No.3. London: Society for Research into Higher Education.

 

D

 

Davey, J.R.N. 1999. Writing and the in-between. Point, 7: 12-18.

 

Deem, R. and Drehony, K.J. 2000. Doctoral students access to research cultures - are some more unequal than others? Studies in Higher Education, 25(2): 149-165.

 

Delamont, S. 1997. Peons or colleagues? Everyday life in graduate school. United Kingdom Council for Graduate Education Summer Conference, Southampton, 16-17 July 1997.

 

Delamont, S., Atkinson, P. and Parry, O. 1997. Critical mass and doctoral research. Studies in Higher Education, 22(3): 319-331.

 

Delamont, S., Atkinson, P. and Parry, O. 1997. Supervising the PhD: a guide to success. Buckingham: Open University Press and the Society for Research into Higher Education.

 

Delamont, S., Parry, O. and Atkinson, P. 1998. Creating a delicate balance: the doctoral supervisor's dilemmas. Teaching in Higher Education, 3(2): 157-172.

 

Denicolo, P. 1999. Supervising students from public sector organisations. Issues in Postgraduate Supervision, Teaching and Management. No.5. London: Society for Research into Higher Education.

 

Dinham, S. and Scott, C. 2001. The experience of disseminating the results of doctoral research. Journal of Further and Higher Education, 25(1): 45-55.

 

Doncaster, K. and Lester, S. 2002. Capability and its development: experiences from a work-based doctorate. Studies in Higher Education, 27(1): 91-101.

 

Durling, D. 2002. Discourses on research and the PhD in design. Quality Assurance in Education, 10(2): 79-85.

 

Durling, D. and Friedman, K. Eds. 2000. Foundations for the Future: Doctoral Education in Design. Stoke-on-Trent: Staffordshire University Press.

 

Durling, D., and Sugiyama, K. (eds.) 2003. Proceedings of 3rd Doctoral Education in Design, 14-17 October, Tsukuba International Congress Centre, Japan.

 

E

 

Economic and Social Research Council. 2001. Postgraduate Training Guidelines, 3rd edition. Swindon: ESRC.

 

Elton, R.B. and Wort, M. 1989. Research Supervison at a Distance. Interaction and Independence, Downing College, University of Surrey, 19-22 September 1989, pp.67-70.

 

European Postgraduate Art and Design Group. 1993. Principles and Definitions: Five Papers by the European Postgraduate Art and Design Group. Winchester: Winchester School of Art.

 

Evans, T. 2002. Part-time research students: are they producing knowledge where it counts? Higher Education Research and Development, 21(2): 155-165.

 

F

 

Florence, P. 2001. Among our peers: the creative arts, media and design as humanities research [online]. Exchange Online, 2. Available from URL: http://www.media.uwe.ac.uk/exchange_online/exch2_article1.php3 [Accessed 11th September 2002].

 

Frame, I.A. and Allen, L. 2002. A flexible approach to PhD training. Quality Assurance in Education, 10(2): 98-103.

 

Frayling, C. 1993. Research in art and design. Royal College of Art Research Papers. Vol.1. No.1. London: Royal College of Art.

 

G

 

Garcia de Cortazar, M., Garcia de Leon, M. and Gomez Ullate, M. 1998.

Postgraduate Studies in Spain. European Journal of Education, 33(2): 197-204.

 

Gibbs, S. 1999. The 'Lone Researcher' minus Tonto: how far can an understanding of learning styles inform successful outcomes at doctoral level. Hill, J., ed. 4th Annual European Learning Styles Information Network Conference, Preston, 28-29 June 1999, pp.213-232.

 

Gilbert, J. 1998. Legitimising sketchbooks as a research tool in an academic setting. Journal of Art and Design Education, 17(3): 255-266.

 

Gottlieb, N. 1994. Supervising the writing of a thesis. In Zuber-Skerritt, O. and Ryan, Y., eds. Quality in Postgraduate Education, pp.110-119. London: Kogan Page.

 

Graves, N. and Varma, V. Eds. 1997. Working for a Doctorate: A Guide for the Humanities and Social Sciences. London: RoutledgeFalmer.

 

Gray, C. 1995. Developing a Research Procedures Programme for Artists and Designers. Aberdeen: Centre for Research into Art and Design, Robert Gordon University.

 

Gray, C. Ed. 1996. RADical 1994: Conference Proceedings [CD-ROM]. Aberdeen: Gray's School of Art, Robert Gordon University.

 

Gray, C. and Malins, J. 1999. The digital thesis: recent developments in practice-based PhD research in art and design. Digital Creativity, 10(1): 18-28.

 

Gray, C. and Pirie, I. 1995. 'Artistic' research procedure: research at the edge of chaos? In Design Interfaces Conference, vol.3. Salford: The European Academy of Design, University of Salford.

 

Greenfield, N. 2000. How I Got My Postgraduate Degree Part-time. Lancaster: School of Independent Studies, Lancaster University.

 

Grix, J. 2001. Demystifying Postgraduate Research. Birmingham: University of Birmingham Press.

 

H

 

Hanrahan, M., Cooper, T. and Burroughs-Lange, S.G. 1999. The place of personal writing in a PhD thesis: epistemological and methodological considerations. International Journal of Qualitative Studies in Education, 12(4): 401-416.

 

Hanrahan, S. 1998. The possibility of dialogue: the relationship between 'words' and 'art-making' in fine art research. Drawing Fire, 2(2): 29-31.

 

Harman, G. 2002. Producing PhD graduates in Australia for the knowledge economy. Higher Education Research and Development, 21(2): 179-190.

 

Harris, M. 1996. Review of Postgraduate Education. Bristol: Higher Education Funding Council for England, Committee of Vice Chancellors and Principals, Standing Conference of Principals.

 

Hartley, J. 2000. Lifting the veil on the viva: the experiences of psychology PhD candidates in the UK. Available from URL: http://www.keele.ac.uk/depts/ps/JHApaper/VEXP4.htm [Accessed 10th September 2002].

 

Heath, T. 2002. A quantitative analysis of PhD students’ views of supervision. Higher Education Research and Development, 21(1): 41-53.

 

Hetrick, S. and Trafford, V. 1995. The mutuality of expectations: mapping the perceptions of dissertation supervisors and candidates in a postgraduate department of a new university. Journal of Graduate Education, 2(2): 35-43.

 

Hockey, J. 1994. Establishing boundaries: problems and solutions in managing the PhD supervisors' role. Cambridge Journal of Education, 24: 293-313.

 

Hockey, J. 1994. New territory: problems of adjusting to the first year of a social science PhD. Studies in Higher Education, 19(2): 177-190.

 

Hockey, J. 1995. Change and the social science PhD: supervisors' responses. Oxford Review of Education, 21(2): 195-206.

 

Hockey, J. 1995. Getting too close: a problem and possible solution in social science PhD supervision. British Journal of Guidance and Counselling, 23(2): 199-210.

 

Hockey, J. 1995. Supervisor's troubles: a contractual solution in social science PhD. Research Student Supervision: Management and Practice, University of Bristol, 1-2 August 1995.

 

Hockey, J. 1996. A complex craft: United Kingdom PhD supervision in the social sciences. Research in Post-Compulsory Education, 2(1): 45-68.

 

Hockey, J. 1996. A contractual solution to problems in the supervision of PhD degrees in the United Kingdom. Studies in Higher Education, 21(3): 359-371.

 

Hockey, J. 1996. Motives and meaning amongst PhD supervisors in the social sciences. British Journal of Sociology of Education, 17(4): 489-506.

 

Hockey, J. 1996. Strategies and tactics in the supervision of United Kingdom social science PhD students. Qualitative Studies in Education, 9(4): 481-500.

 

Hockey, J. 1999. Writing and making: problems encountered by practice-based research degree students. Point, 7: 38-43.

 

Hockey, J. and Allen-Collinson, J. 2000. The supervision of practice-based research degrees in art and design. International Journal of Art and Design Education, 19(3): 345-355.

 

Hoddell, S., Street, D. and Wildblood, H. 2002. Doctorates: converging or diverging patterns of provision. Quality Assurance in Education, 10(2): 61-70.

 

Hughes, J., Denley, P. and Whitehead, J. 1998. How do we make sense of the process of legitimising an educational action research thesis for the award of a PhD degree? A contribution to educational theory. Educational Action Research, 6(3): 427-452.

 

J

 

Jackson, C. and Tinkler, P. 2001. Back to basics: a consideration of the purposes of the PhD viva. Assessment and Evaluation in Higher Education, 26(4): 355-366.

 

Johnston, S. 1997. Examining the examiners: an analysis of examiners' reports on doctoral theses. Studies in Higher Education, 22(3): 333-347.

 

K

 

Kelpanides, M. and Papanaoum, Z. 1998. Developing postgraduate research training in Greek universities. European Journal of Education, 33(2): 217-228.

 

Kendall, G. 2002. The crisis in doctoral education: a sociological diagnosis. Higher Education Research and Development, 21(2): 131-141.

 

Kiley, M. and Liljegren, D. 1999. Discipline-related models for a structured program at the commencement of a PhD. Teaching in Higher Education, 4(1): 61-75.

 

Kroelinger, M. 2002. Issues for initiating interdisciplinary doctoral programmes. Art, Design and Communication in Higher Education, 1(3): 183-194.

 

Kyvik, S. and Tvede, O. 1998. The doctorate in Nordic countries. Comparative Education, 34(1): 9-25.

 

L

 

Lee, D. 1998. Sexual harassment in PhD supervision. Gender and Education, 10(3): 299-312.

 

Leonard, D. 2001. A Woman's Guide to Doctoral Studies. Buckingham: Open University Press. [See Review]

 

Linden, J. 1999. The contribution of narrative to the process of supervising PhD students. Studies in Higher Education, 24(3): 351-369.

 

Long, F. 1994. Research as living knowledge. Studies in Higher Education, 19(1): 47-57.

 

M

 

Macleod, K. 1998. Research in fine art: theory, judgement and discourse. Drawing Fire, 2(2): 33-37.

 

Macleod, K. 1999. New knowledge/art knowledge: postgraduate research in fine art. Drawing Fire, 2(3): 35-40.

 

Macleod, K. 1999. The relationship of making to writing. Point, 7: 4-7.

 

Major, L.E. 1994. The doctors of debt, doubt and despondency. Times Higher Education Supplement, 1132: 6-7.

 

McLaughlin, C. 2002. Changing the University of London regulations to allow for practice-based media-related PhDs. Journal of Media Practice, 2(3): 175-178.

 

McWilliam, E. 1993. "Post" haste: plodding research and galloping theory. British Journal of Sociology of Education, 19(3): 199-205.

 

Morley, L., Leonard, D. and David, M. 2002. Variations in vivas: quality and equality in British PhD assessments. Studies in Higher Education, 27(3): 263-273.

 

Mullen, C.A. 2001. The need for a curricular writing model for graduate students. Journal of Further and Higher Education, 25(1): 117-126.

 

Mullins, G. and Kiley, M. 2002. 'It's a PhD, not a Nobel Prize': how experienced examiners assess research theses. Studies in Higher Education, 27(4): 369-386.

 

Murray, R. 2002. How to Write a Thesis. Buckingham: Open University Press. [See Review]

 

N

 

Nankivell, C. and Newbury, D. 1999. Evaluating web-based research education and training in art and design. Matrix 4/for Research, Central Saint Martins College of Art and Design, London, 5-7 July 1999. [PDF]

 

Neumann, R. 2002. Diversity, doctoral education and policy. Higher Education Research and Development, 21(2): 167-178.

 

Newbury, D. 1996. Designing and Managing a Research Project. Birmingham: The Research Training Initiative, University of Central England. [PDF]

 

Newbury, D. 1996. Doing a Postgraduate Research Degree. Birmingham: The Research Training Initiative, University of Central England. [PDF]

 

Newbury, D. 1996. A journey in research, from research assistant to Doctor of Philosophy. Journal of Graduate Education, 2(2): 53-59. [PDF]

 

Newbury, D. 1996. Knowledge and research in art and design. Design Studies, 17(2): 215-219. [PDF]

 

Newbury, D. 1996. Research Perspectives in Art and Design. Birmingham: The Research Training Initiative, University of Central England. [PDF]

 

Newbury, D. 1997. Research and practice in the PhD: issues for training and supervision. In Practice-based Doctorates in the Creative and Peforming Arts and Design Workshop Proceedings, pp.6-13. Warwick: United Kingdom Council for Graduate Education. [PDF]

 

Newbury, D. 1999. Educating the researcher: developing research training resources to support higher degree supervision in art and design. Exchange: Facilitating Art and Design Research, University of the West of England, Bristol, 3 February 1999. [PDF]

 

Newbury, D. 1999. Research training via the Internet: developing web-based resources for postgraduates in art and design. In Collis, B. and Oliver, R., eds. Proceedings of Ed-Media 1999: World Conference on Educational Multimedia, Hypermedia and Telecommunications,vol.1,pp.816-821. Charlottesville: Association for the Advancement of Computing in Education. [PDF]

 

Newbury, D. 2002. Doctoral education in design, the process of research degree study, and the 'trained researcher'. Art, Design and Communication in Higher Education, 1(3): 149-159.

 

Noble, K.A. 1994. Changing Doctoral Degrees: An International Perspective. Buckingham: Society for Research into Higher Education and Open University Press.

 

Norman, E.W.L., Heath, R.J. and Pedgley, O.F. n.d. The framing of a practice-based PhD in design [online]. Core 77. Available from URL: http://www.core77.com/research/thesisresearch.html [Accessed 11 September 2002].

 

Norris, N. 1991. A Survey of the Terms and Conditions of Contract Research Workers in UK Universities. Norwich: Centre for Applied Research in Education.

 

O

 

O'Brien, P.K. 1995. The reform of doctoral dissertations in humanities and social studies. Higher Education Review, 28(1): 3-19.

 

Okorocha, E. 1997. Supervising international research students. Issues in Postgraduate Supervision, Teaching and Management. No.1. London: Society for Research into Higher Education.

 

Oxman, R. 1995. Observing the observers: research issues in analysing design activity. Design Studies, 16(2): 275-283.

 

P

 

Payne, A. Ed. 2000. Research and the Artist: Considering the Role of the Art School. Oxford: Ruskin School of Drawing and Fine Art, University of Oxford.

 

Pearson, M. 1996. Professionalising PhD education to enhance the quality of student experience. Higher Education, 32(3): 303-320.

 

Pearson, M. and Brew, A. 2002. Research training and supervision development. Studies in Higher Education, 27(2): 135-150.

 

Pearson, R. 1993. Employer demand for doctoral social scientists? Studies in Higher Education, 18(1): 95-104.

 

Phillips, E.M. 1983. The PhD as a learning process. PhD thesis, University College, London.

 

Phillips, E.M. and Pugh, D.S. 1994. How to get a PhD: a handbook for students and their supervisors. Buckingham: Open University Press.

 

Pizzocaro, S., Arruda, A. and DeMoraes, D. Eds. 2000. Design plus Research: Proceedings of the Politecnico di Milano Conference, 18-20 May. Milan: Politecnico di Milano.

 

Pizzocaro, S. 2002. Re-orienting PhD education in industrial design: some issues arising from the experience of a PhD programme revision. Art, Design and Communication in Higher Education, 1(3): 173-182.

 

Pole, C. 1997. Supervision of doctoral students in the natural sciences: expectations and experiences. Assessment and Evaluation in Higher Education, 22(1): 49-64.

 

Pole, C. 1998. Joint supervision and the PhD: safety net or panacea? Assessment and Evaluation in Higher Education, 23(3): 259-271.

 

Potter, S. Ed. 2002. Doing Postgraduate Research. London: Sage (in association with the Open University). [See review]

 

Powell, S. and McCauley, C. 2002. Research degree examining: common principles and divergent practices. Quality Assurance in Education, 10(2): 104-115.

 

Prentice, R. 2000. The place of practical knowledge in research in art and design education. Teaching in Higher Education, 5(4): 521-534.

 

Press, M. 1995. It's research Jim... Co-Design, 3: 34-41.

 

R

 

Research Councils' Graduate Schools Programme. 2001. Joint statement of the Research Councils'/AHRB's skills training requirements for research students. Available from URL: http://www.gradschools.ac.uk/aca/jointskills.html [Accessed 30 November 2001].

 

Rhedding-Jones, J. 1997. The writing on the wall: doing a feminist post-structural doctorate. Gender and Education, 9(2): 193-206.

 

Rust, C. 2002. Many flowers, small leaps forward: debating doctoral education in design. Art, Design and Communication in Higher Education, 1(3): 141-148.

 

S

 

Salmon, P. 1992. Achieving a PhD: Ten students' experience. Stoke-on-Trent: Trentham Books.

 

Schratz, M., Turisser-Walder, M. and Haid, O. 1998. Changes in postgraduate research training in Austria. European Journal of Education, 33(2): 183-195.

 

Scrivener, S. 1999. Design research as reflection on action and practice. Design Research Centre, Derby [unpublished paper].

 

Scrivener, S. n.d. The doctor of design: research for design. Design Research Centre, Derby [unpublished paper].

 

Seago, A. 1995. Research methods for MPhil and PhD students in art and design: contrasts and conflicts. Royal College of Art Research Papers. Vol.1. No.3. London: Royal College of Art.

 

Shaw, M. and Green, H. 1996. Standards in research awards: length, weight or quality? Innovation and Learning in Education, 2(3): 4-10.

 

Shaw, M. and Green, H. 2002. Benchmarking the PhD: a tentative beginning. Quality Assurance in Education, 10(2): 116-124.

 

Skuse, T. 1995. Peer Support for Postgraduate Students. Research Student Supervision: Management and Practice, University of Bristol, 1-2 August 1995.

 

Smith, A. and Gilby, J. 1999. Supervising students on industrial-based projects. Issues in Postgraduate Supervision, Teaching and Management. No.4. London: Society for Research into Higher Education.

 

Soutter, L. 2002. Critical (in) practice. Afterimage, 29(4): 4.

 

Strandman, P. Ed. 1998. No Guru, No Method? Discussion on Art and Design Research. Helsinki: University of Art and Design Helsinki UIAH.

 

Stronach, I. and Macdonald, B. 1991. Faces and Futures: An Inquiry into the Jobs, Lives and Careers of Educational Researchers in an ESRC initiative. Norwich: Centre for Applied Research in Education.

 

Styles, I. and Radloff, A. 2001. The synergistic thesis: student and supervisor perspectives. Journal of Further and Higher Education, 25(1): 97-106.

 

Sunderland, J. 2002. New communication practices, identity and the psychological gap: the affective function of e-mail on a distance doctoral programme. Studies in Higher Education, 27(2): 233-246.

 

Swift, J. and Douglas, A. 1997. The Viva Voce. Birmingham: The Research Training Initiative, University of Central England. [PDF]

 

T

 

Tebby, S. 1992. Sculpture and the third degree: Some problems and propositions in pursuing research degrees in sculpture. Sculpture in Education 1992, Manchester Metropolitan University, 18-20 September 1992.

 

Tebby, S. 1993. Research support for practical subjects: art and design. Design for Living, Sheffield Hallam University, 23-24 February 1993.

 

Tebby, S. 1994. The relationship between practice and research. RADical Conference Proceedings, Gray's School of Art, Robert Gordon University, Aberdeen, September 1994.

 

Tellefsen, B. 2002. Integrating research education across departments and disciplines: theory and experience. Art, Design and Communication in Higher Education, 1(3): 161-172.

 

The Wellcome Trust. 2001. Review of Wellcome Trust PhD Research Training: The Supervisor Perspective. London: The Wellcome Trust.

 

Thomas, E. and Cooper, R. 2001. The arts and humanities research board: opportunities for and influence on postgraduate education in art and design. Point, 12: 53-65.

 

Tinkler, P. and Jackson, C. 2000. Examining the doctorate: institutional policy and the PhD examination process in the UK. Studies in Higher Education, 25(2): 167-180.

 

Tinkler, P. and Jackson, C. 2002. In the dark? Preparing for the PhD viva. Quality Assurance in Education, 10(2): 86-97.

 

Torrance, M., Thomas, G.V. and Robinson, E.J. 1993. Training research writing: an evaluation of three conceptual orientations. British Journal of Educational Psychology, 63: 170-184.

 

U

 

United Kingdom Council for Graduate Education. 1996. The Award of PhD on the Basis of Published work in the United Kingdom. Warwick: UKCGE.

 

United Kingdom Council for Graduate Education. 1996. Quality and Standards of Postgraduate Research Degrees. Warwick: UKCGE.

 

United Kingdom Council for Graduate Education. 1996. Taught Doctorate and Appeals Procedures Workshop Proceedings. Warwick: UKCGE.

 

United Kingdom Council for Graduate Education. 1997. Practice-based Doctorates in the Creative and Peforming Arts and Design. Warwick: UKCGE.

 

United Kingdom Council for Graduate Education. 1997. Practice-based Doctorates in the Creative and Peforming Arts and Design Workshop Proceedings. Warwick: UKCGE.

 

United Kingdom Council for Graduate Education. 1999. Research Training for Humanities Postgraduate Students. Warwick: UKCGE.

 

United Kingdom Council for Graduate Education. 2001. Research Training in the Creative and Performing Arts and Design. Dudley: UKCGE.

 

Universities Staff Development Unit. 1994. Staff Development in Relation to Research. Occasional Paper. No.6. Sheffield: USDU.

 

Usher, R. 2002. A diversity of doctorates: fitness for the knowledge economy. Higher Education Research and Development, 21(2): 143-153.

 

V

 

van der Lem, P. 2001. The development of the PhD for the visual arts [online]. Exchange Online, 2. Available from URL: http://www.media.uwe.ac.uk/exchange_online/exch2_article2.php3 [Accessed 11th September 2002].

 

Vihma, S. Ed. 1990. Semantic Visions in Design: Symposium on Design Research and Semiotics. Helsinki: University of Industrial Arts.

 

W

 

Warrington, M. 1997. Reflections on a recently completed PhD. Journal of Geography in Higher Education, 21(3): 401-410.

 

Wilson, K. 2002. Quality assurance issues for a PhD by published work: a case study. Quality Assurance in Education, 10(2): 71-78.

 

Winter, R., Griffiths, M. and Green, K. 2000. The 'academic' qualities of practice: what are the criteria for a practice-based PhD? Studies in Higher Education, 25(1): 25-37.

 

Wood, F.Q. 1992. The commercialisation of university research in Australia: issues and problems. Comparative Education, 28(3): 293-313.

 

Wood, J. 2000. The culture of academic rigour: does design research really need it? The Design Journal, 3(1): 44-57.

 

Woolley, M. 1994. Assessment in design research: a broader context. RADical Conference Proceedings, Gray's School of Art, Robert Gordon University, Aberdeen, September 1994.

 

Y

 

Youngman, M. 1994. Career experiences of contract researchers in education. Research Papers in Education, 9(3): 369-410.

 

Z

 

Zuber-Skerritt, O. and Ryan, Y. Eds. 1994. Quality in Postgraduate Education. London: Kogan Page.