Fostering methodological literacy and research identity in creative-practice HDR education: Insights from a pilot seminar series

Abstract

This paper evaluates a pilot Methodology Seminar Series, designed to support Contemporary Art Higher Degree Research (HDR) candidates in developing and articulating practice-led research methodologies. Conducted over six sessions from June to October 2025, the series provided a structured, dialogic environment for exploring practice-led research frameworks through key readings, reflective discussion, and practitioner insights. Using a mixed-methods evaluation– pre- and post-series surveys and participant observation– the study reports gains in candidates’ confidence, conceptual clarity, and ability to articulate methodology within creative practice research. Although limited by a small cohort size and one author’s involvement in supervising participants, findings highlight the effectiveness of discipline-specific, cohort-based training in bridging theoretical and practical knowledge, fostering research culture, and mitigating isolation often experienced in HDR pathways. Recommendations include extending session duration, incorporating writing workshops, and adopting blended delivery modes to enhance accessibility. This initiative offers a replicable framework for strengthening methodological development in creative arts doctoral education.

Keywords

creative practice research creative arts doctoral education methodological literacy development higher degree research pedagogy dialogic learning in arts education practice-based knowledge production

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