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All Outputs (5)

Embracing hybridity: the affordances of arts-based research for the professional doctorate in education (2024)
Journal Article
Dobson, T., & Clark, T. (in press). Embracing hybridity: the affordances of arts-based research for the professional doctorate in education. Teaching in Higher Education,

Despite the growth of the professional doctorate in education (EdD), its potential for capturing practice is restricted by academic tradition (Vaughan, 2021). In this hybrid paper, we argue that arts-based research (ABR) can help the EdD achieve its... Read More about Embracing hybridity: the affordances of arts-based research for the professional doctorate in education.

From Interpretation to Interruption: Embracing disruptive analysis (2024)
Journal Article
Clark, T. (in press). From Interpretation to Interruption: Embracing disruptive analysis. Qualitative Research, https://doi.org/10.1177/14687941241230240

Qualitative analysis is, inherently, a complex, messy and nuanced process. In the context of contested notions of validity, for novice researchers there is therefore an attraction in adopting established, systematic and formulaic approaches. Yet, in... Read More about From Interpretation to Interruption: Embracing disruptive analysis.

More than a checkpoint: The pedagogic potential of a dialogic approach to doctoral progression assessment (2023)
Journal Article
Clark, T. (in press). More than a checkpoint: The pedagogic potential of a dialogic approach to doctoral progression assessment. Assessment and Evaluation in Higher Education, https://doi.org/10.1080/02602938.2023.2283841

In the UK, all doctoral programmes are expected to include some form of periodic progression assessment, with individual institutions having autonomy to design and implement their own structures. Yet, despite the potential significance of this assess... Read More about More than a checkpoint: The pedagogic potential of a dialogic approach to doctoral progression assessment.

Methodological becoming: Doctoral students’ perceptions of their methodological journeys (2021)
Journal Article
Clark, T., & Clark, T. (2022). Methodological becoming: Doctoral students’ perceptions of their methodological journeys. Studies in Graduate and Postdoctoral Education, 13(1), 36-53. https://doi.org/10.1108/SGPE-12-2020-0076

Purpose: The purpose of this paper is to investigate and illustrate the potential relationships between doctoral students’ life histories and educational experiences and their methodological understanding and assumptions. Design/methodology/approach:... Read More about Methodological becoming: Doctoral students’ perceptions of their methodological journeys.