Embracing hybridity: the affordances of arts-based research for the professional doctorate in education

Dobson, Tom; Clark, Tim

Abstract

Despite the growth of the professional doctorate in education (EdD), its potential for capturing practice is restricted by academic tradition. In this hybrid paper, we argue that arts-based research (ABR) can help rectify this. We bookend the paper with creative non-fiction of our own EdD experiences, where ABR is restricted and afforded. We develop our argument through a position paper mapping the theoretical similarities of the EdD and ABR. We then undertake a scoping review identifying existing research into ABR on EdD programmes. We analyse six articles using the 5A’s theory of creativity [Glăveanu 2013. Rewriting the language of creativity: The Five A's framework. Review of General Psychology 17, no. 1: 69–81] to see how these theoretical similarities are afforded. Using ABR on the EdD promotes reflexivity and co-creation, impacting upon diverse audiences. We conclude with a challenge for further research into ABR on EdD programmes through hybrid research.

Citation

Dobson, T., & Clark, T. (online). Embracing hybridity: the affordances of arts-based research for the professional doctorate in education. Teaching in Higher Education, https://doi.org/10.1080/13562517.2024.2336163

• Journal Article Type: Article
• Acceptance Date: Mar 22, 2024
• Online Publication Date: Apr 20, 2024
• Deposit Date: Mar 13, 2024
• Publicly Available Date: Oct 21, 2025
• Journal: Teaching in Higher Education
• Print ISSN: 1356-2517
• Electronic ISSN: 1470-1294
• Publisher: Taylor & Francis (Routledge)
• Peer Reviewed: Peer Reviewed
• DOI: https://doi.org/10.1080/13562517.2024.2336163
• Public URL: https://uwe-repository.worktribe.com/output/11797227