ABSTRACT
Museums and collections are increasingly being recognised as important laboratories for learning by their home institutions. The development of experimental teaching with collections is documented by a growing literature (e.g. Arnold-Forster and Speight, 2010; Collins, 1981; Cook, Reynolds and Speight, 2010; Hooper-Greenhill, 1995; Solinger, 1990; Smith, 2010; University Museums Group, 2004, 2013). However, museums and collections have been under-exploited in terms of supporting and energising research (Arnold-Forster, 1989, 1999, 2006; Arnold-Forster and Weeks, 2001; Research Information Network, 2008; University Museums Group, 2004, 2013; University Museums in Scotland, 2004). The University Museums Group’s surveys of current best practice (2004, 2013) highlight that research is now coming back on to the agenda. Concerns of object-based learning and research skills come together when addressing the training of doctoral students working with collections. Over the past 10 years, an increasing number of museums and collections have been introducing initiatives around doctoral research with collections. However, questions have been raised about the level and nature of support provided for doctoral candidates, who often find themselves navigating unfamiliar research environments with little guidance (London Network of Collaborative Doctoral Award Holders, 2009; University of Reading, 2013).
