Phase #02: Distinguishing the Actors

Simulating Supervision Scenarios

Training Concept.

Lead partner: Aarhus School of Architecture

This work package will develop an online interactive resource identifying and describing key competencies for supervision processes in art, design, and architecture disciplines and will explain how supervision competencies can be developed through training. Starting from a range of supervision scenarios, prototypical structures for training modules including a brief guide will be developed. As such, the training concept aims to become a key reference for the development of dedicated training courses aiming at enhancing the quality of doctoral supervision processes in the disciplines covered by the project. The training modules will also be the basis for developing the training activity, which will be conducted as a prototype action in the course of the project.

Artistic research, research by design, and creative-practice research have only recently been developed. As a consequence, there are very few experienced supervisors in the field. There is a clear need and demand for training courses and an even bigger demand for a good textbook that includes best practice and advice on that. In order to develop the supervision scenarios and training module as a resource, the work for this intellectual output will be developed along three main questions:

  • What are the critical competences needed by supervisors of doctoral projects in the arts, design, and architecture? (continuing on work package 1)
  • What are the main issues or scenarios faced by the supervisors?
  • How can we increase the level of competencies among all actors involved (institutionally and individually) through effective training?

Usually, supervisor training has been developed for research universities (and not art universities), aiming at a different group of PhD students. We will look closely at how these training methods incorporate (or don’t incorporate) the specific organisational culture of art universities and how these strategies of training need to be adapted to art universities. As supervisors of artistic-research doctorates are facing specific framework conditions (doctoral students are usually artists, who are also building a career outside academia, etc.), the training needs to address these specific conditions. The evaluation of the existing training methods will result in a close analysis and critique, which will be collected in a guide with briefing instructions. The training modules/guide intends to become a key resource and core document when preparing and organising training courses to develop crucial competencies for supervision in artistic, design, and creative-practice research doctoral projects.

All Workpackages

Phase #01

Setting the

Phase #02

Phase #03