This book provides a means of comprehensively grounding and considering the epistemological and philosophical underpinnings of practice-based research epistemologies. By introducing readers to the diverse array of methodological tools and concepts that are necessary to underpin postgraduate research, this book develops an understanding of the distinctions between practice-led research, practice-based research and question-led research, and the contextual significance of each, as well as enabling students to comprehend the historical relationships between academic disciplines and the value of reconnecting them at an epistemological and philosophical level. Through illustrated examples from applied practice across disciplines such as art, social sciences and medical and allied healthcare sciences, readers are encouraged to develop the capacity to not only think conceptually about their own research, but to systematically evaluate that of others. With this focus on descriptive studies from practice, the book fosters higher-order critical thinking in relation to implications for methodological implementation, encouraging deep learning processes and the confidence to transcend the limits of one's own discipline in order to work collaboratively with researchers in different fields.
About the Author: Catherine Hayes is Professor of Health Professions Pedagogy and Scholarship in the Faculty of Applied Sciences at the University of Sunderland, UK. She is also a National Teaching Fellow, Principal Fellow of the Higher Education Academy and Visiting Professor in Higher Education at the Universities of Cumbria and Liverpool Hope. Catherine is Secretary of the International Federation of National Teaching Fellows and works with the Ministry of Defence's Medical Defence Academy in framing military epistemology within a modernised education and training curriculum for tripartite services provision.
John Fulton is Director of Postgraduate Research and Associate Professor of Research- Based Practice at the University of Sunderland and co- editor of Studying Postgraduate Healthcare: A Pre- Reader , The Professional Doctorate and Mentorship in Healthcare .
Andrew Livingstone is Professor of Ceramics at the National Glass Centre, University of Sunderland, where he leads CARCuos (Ceramic Arts Research Centre) and is supervisor to PhD researchers. Andrew has authored and contributed to numerous books including The Ceramics Reader. As an artist and researcher, his exhibitions include the Smithsonian Institute and the Garth Clark Gallery, New York. His work is held in many private and public collections internationally, including Yingge Ceramics Museum, Taiwan, and the Garth Clark and Mark Del Vecchio Permanent Collection at the Museum of Fine Arts, Houston. He is a Senior Fellow of the Higher Education Academy and a member of the International Academy of Ceramics.
Claire Todd is an artist who works in sculpture, performance and installation, exhibiting works locally and internationally, including public sculpture in the Netherlands and Belgium. She studied Sculpture at Northumbria University and MA Scenography at St Martin's, London. Subsequent to that, she attended the postgraduate programme in sculpture at the Rijksakademie, Amsterdam. In 2003- 2004, Claire was recipient of the Helen Chadwick Fellowship to the British School at Rome and Oxford University and, in 2008, she received an NEA award to Corpus Christi University, Texas. Alongside this, Claire is a successful and much respected AHRC PhD graduate in the Department of Ceramics and Glass at the University of Sunderland.
Stephen Capper is a professional doctorate student in the Faculty of Health Sciences and Wellbeing at the University of Sunderland. A podiatrist and academic by professional background, Stephen's work has explored the notion of epistemology as applied to clinical sciences, specifi cally biomechanics. His groundbreaking work is among the fi rst to ever challenge the basis of scientific knowledge in podiatric medicine in relation to the claim of evidence- based praxis across this clinical discipline.
Peter Smith is Emeritus Professor of Computing. He joined the University of Sunderland as an undergraduate student in 1975 and received his doctorate in 1981. Since then, he has held several teaching, research and management positions at the university, including Dean and Chair of the University Research Degrees Committee. He has published over 250 papers, and has supervised and examined over 100 doctoral candidates at universities in the UK, Europe and Hong Kong. Peter is a Fellow of the British Computer Society and Principal Fellow of the Higher Education Academy. He has published extensively on a range of subjects including computing, management and doctoral studies, particularly in relation to professional doctorates.
