ABSTRACT
In the Australian higher education sector in recent years, considerable attention has centred on the relationship between traditional research outputs and non-traditional research outputs. Both kinds of research generate measurable outcomes and these are evaluated through the Higher Education Research Data Collection (HERDC) system for traditional research and the Excellence in Research in Australia (ERA) initiative for non-traditional research. This chapter explains the Deleuzian, Guattarian concept of 'assemblage' to suggest that practice-led research projects can be understood as creative-theoretical assemblages. Deleuze and Guattari understand assemblages to be organised along lines that differ according to their function. Molar lines produce hierarchical relationships and rigid segments. Smith and Dean suggest an 'iterative, cyclic web' of practice-led research, into which the practitioner-researcher enters at any point and moves between interconnected phases of research, practice, and reflection.
