What could possibly go wrong?: The role of supervisors in ethics training for creative practice researchers

Berry, M; Batty, C

What could possibly go wrong?: The role of supervisors in ethics training for creative practice researchers

Berry, M Batty, C

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Publication Type:: Chapter
Citation:: The Meeting of Aesthetics and Ethics in the Academy: Challenges for Creative Practice Researchers in Higher Education, 2019, pp. 87 - 100
Issue Date:: 2019-01-01

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Field	Value	Language
dc.contributor.author	Berry, M	en_US
dc.contributor.author	Batty, C https://orcid.org/0000-0002-8542-4763	en_US
dc.date.accessioned	2020-04-23T20:59:56Z
dc.date.available	2021-03-22T18:07:33Z
dc.date.issued	2019-01-01	en_US
dc.identifier.citation	The Meeting of Aesthetics and Ethics in the Academy: Challenges for Creative Practice Researchers in Higher Education, 2019, pp. 87 - 100	en_US
dc.identifier.isbn	9780367186371	en_US
dc.identifier.uri	http://hdl.handle.net/10453/140227
dc.description.abstract	© 2020 selection and editorial matter, Kate MacNeill and Barbara Bolt. This chapter examines the role supervisors play in training PhD candidates in ethics approval processes as a part of their overall research training. It presents a range of hypothetical PhD candidates’ ethical ‘becoming’ through the lens of a journey towards ethical know-how. For supervisors of creative practice projects, there are many concepts to be aware of and complexities to negotiate, not only within the supervision but also outside of it, such as at milestone review events and with relevant research managers and ethics committees. It behoves supervisors to assist their candidates on how to interpret and apply the terms ‘participant’, ‘data’ and ‘informed consent’ within their own research projects. According to creative practice researcher and supervisor Brad Haseman, practice-based research is ‘concerned with the improvement of practice, and new epistemologies of practice distilled from the insider’s understandings of action in context’. Researchers need to complete the university’s ethics application form, which is then reviewed and approved by research active academics.	en_US
dc.relation.ispartof	The Meeting of Aesthetics and Ethics in the Academy: Challenges for Creative Practice Researchers in Higher Education	en_US
dc.relation.isbasedon	10.4324/9780429197321-7	en_US
dc.rights	info:eu-repo/semantics/openAccess
dc.title	What could possibly go wrong?: The role of supervisors in ethics training for creative practice researchers	en_US
dc.type	Chapter
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/Creative Writing Program
utslib.copyright.status	open_access	*
pubs.publication-status	Published	en_US

Abstract:

© 2020 selection and editorial matter, Kate MacNeill and Barbara Bolt. This chapter examines the role supervisors play in training PhD candidates in ethics approval processes as a part of their overall research training. It presents a range of hypothetical PhD candidates’ ethical ‘becoming’ through the lens of a journey towards ethical know-how. For supervisors of creative practice projects, there are many concepts to be aware of and complexities to negotiate, not only within the supervision but also outside of it, such as at milestone review events and with relevant research managers and ethics committees. It behoves supervisors to assist their candidates on how to interpret and apply the terms ‘participant’, ‘data’ and ‘informed consent’ within their own research projects. According to creative practice researcher and supervisor Brad Haseman, practice-based research is ‘concerned with the improvement of practice, and new epistemologies of practice distilled from the insider’s understandings of action in context’. Researchers need to complete the university’s ethics application form, which is then reviewed and approved by research active academics.

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http://hdl.handle.net/10453/140227