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dc.contributor.authorHarrison, Scotten_US
dc.contributor.authorEmmerson, Stephenen_US
dc.contributor.editorDonna Lee Brien and Rosemary Williamsonen_US
dc.date.accessioned2017-04-24T10:01:49Z
dc.date.available2017-04-24T10:01:49Z
dc.date.issued2009en_US
dc.date.modified2010-06-28T06:32:33Z
dc.identifier.issn13279556en_US
dc.identifier.doihttp://www.textjournal.com.au/speciss/issue6/content.htmen_AU
dc.identifier.urihttp://hdl.handle.net/10072/30954
dc.description.abstractThis paper interrogates the process of supervising a practice-based doctoral program in music. Through the eyes of a students and supervisors, the nature of supervision in relation to practice-based research in music is investigated. The paper begins by contextualising the nature of the site in question. Issues discussed in this introductory section include the encouragement of innovative research methods and forms of presentation along with the challenges of supervising cross-disciplinary work.Drawing on data from students at the site, the relationship between coursework, artistic practice and more "traditional" modes of supervision is examined. Students also reflect on supervisors' involvement in scoping the study, maintaining work/life balance and managing this type of study from a distance. Other themes emerging from the students include shaping the end-product of practice-based research and supervisor advice concerning the examination process.Similarly, academics' perspectives of the supervisory process are presented. These include balancing the needs of students who have considerable practical experience in their field with the necessary understanding of the institutional imperatives. Locating suitable exemplars, supervisor wellbeing and the supervision of colleagues in innovative programs are also discussed. Other issues to be explored include assisting students in managing the study/work/life balance and academic isolation.The paper highlights the significant challenges of supervising the practice-based degree but also reveals many positive outcomes for both students and supervisors working in this field.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent202324 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherAustralian Association of Writing Programsen_US
dc.publisher.placeAustraliaen_US
dc.publisher.urihttp://www.textjournal.com.au/en_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom1en_US
dc.relation.ispartofpageto18en_US
dc.relation.ispartofjournalTEXTen_US
dc.relation.ispartofvolumeSI 6en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchcode410101en_US
dc.titleThe challenges of supervision in a doctorate in practice-based research in music: Perceptions of students and supervisorsen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, Queensland Conservatoriumen_US
gro.rights.copyrightCopyright remains with the authors 2009. This is the author-manuscript version of this paper. It is posted here with permission of the copyright owner[s] for your personal use only. No further distribution permitted. For information about this journal please refer to the journal's website or contact the authors.en_AU
gro.date.issued2009
gro.hasfulltextFull Text


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