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Standards, not standardisation" : examining the creative arts doctorate in Australia
There is increasing interest in how the academy manages the transition of creative arts HDR candidates from apprentice to peer, but also concern about the processes, practices and policies associated with this area of research training. In a recent OLT-funded project we investigated policy expectations, expert and peer beliefs and expectations, and examiners’ practice, and canvassed the creative arts academic community for their recommendations on best practice in the examination of creative arts doctorates. This paper explores our findings, suggesting ways in which the national creative arts academy might address the (perceived) lack of standards in examination, and the (perceived) inequity within and between disciplines, while continuing to value differences and preserve the integrity of each art form.