chapter  23
20 Pages



Rather than advocating that the arts cannot be accommodated in such an evaluative regime, we take the view that the arts need to better understand what its value and its potential contribution to the academy is, in order that the evaluative framework can be adapted to suit it. This does not imply that special evaluative methods need to be designed. Instead it implies that clarity about the benefits of any research activity, expressed through whatever medium, will ensure that the criteria for assessment are appropriately attached to the values and aims of research in the field, rather than being ossified in obsolete forms of presentation or preconceptions about where value and significant contributions can be found. Such changes have occurred in the past, as shown by shifting conceptions of the nature and purpose of doctoral study, the

subjects that can be studied at this level, and the personal capabilities fostered by this system. In this chapter we aim to provide a conceptual framework for understanding quality in any area, derived from examples in the creative arts, and thereby to show how relevant criteria can be developed that encourage creative knowledge-building in any subject.