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When creative writing research higher degree (HDR) candidates emerge from several years of dedicated, rigorous and often difficult research and writing and finally submit their thesis for examination, they do so with the expectation that the examination process will be fair, transparent and consistent, regardless of their discipline of practice. Existing research, however, has exposed uncertainty about the processes and outcomes of examination of higher-degree theses across all disciplines, as well as an absence of established standards for thesis examination (Bourke et al. 2004; Denicolo 2003). The situation in the creative arts is no different and the dearth of investigation into examination raises significant questions about how HDR examiners arrive at the commentary presented in their reports and how they match their own examination practice and standards to university policies. An investigation into creative writing research higher degrees (Brien and Webb 2007) revealed generally held uncertainties about examination standards, widely held perceptions of erratic assessment practices and a pervasive lack of clarity about the extent to which formal examination processes deliver the best outcomes for both graduates and the professional fields for which they are being prepared.
Drawing on data gathered from an ALTC funded project interrogating examination practices across the broad sweep of creative arts disciplines, this paper attempts to address these uncertainties by discussing existing processes, practices and standards implemented by current examiners of doctoral degrees in the creative arts. With so much power and authority invested in examiners and the examination process questions of ethical practice will always arise. A significant goal of this project is to overcome such uncertainties by developing a nationally agreed set of examination standards aimed at achieving that consistency, fairness and level of excellence that creative arts candidates have not only come to expect, but are entitled to.
Donna Lee Brien, BEd (Deakin), GCHighEd (UNE), MA (UTS), PhD (QUT), is Professor of Creative Industries and Assistant Dean Research & Postgraduate in the School of Creative and Performing Arts at CQUniversity, Australia. Widely published in the areas of writing pedagogy and praxis, creative nonfiction and collaborative practice in the arts, Donna has an MA and PhD in creative writing. Donna is Special Issues Editor of TEXT: Journal of Writing and Writing Courses and Past President of the Australasian Association of Writing Programs. In 2006 Donna was awarded a Carrick Institute Citation, and last year completed work on an Australian Learning and Teaching Council funded project, The Australian Postgraduate Writing Network,under the project leadership of Professor Jen Webb, University of Canberra. Donna is currently a Chief Investigator on two ALTC funded projects: Create.Ed to form a network of leaders in teaching and learning in the creative arts in Australian universities and the Examination of Doctoral Degrees in Creative Arts: Process, Practice and Standards, again under the project leadership of Jen Webb. d.brien@cqu.edu.au <mailto:d.brien@cqu.edu.au.
13 March 2012
