bluuebunny/crossref_metadata_2025_split huggingface dataset:
She’s so sweet and so much more: the cookbook as artist’s manual
Authors: Doran Barbara 
Published: September 2021

Food, for me, has always been a primary alchemical medium. It connects us to kin, shapes identities and morphs our bodies as they intersect with other ecosystems. Food gives flesh to our existence. It can be beautiful, grotesque and is fundamentally visceral. It is for these reasons that I have been drawn to food in making art while exploring the shifting grounds of the myths we live by. I am interested in elevating our sensing body’s voice since western culture has contributed much to its subjugation. We know this through critical discourse but perhaps more potent are our bodies memories and metaphors for living arising from home and hearth. Our pantries offer a palette of possibilities and cookbooks set guidelines for chemical transformations, guiding visual and sculptural presentation, appropriate social relations, spatial organization, connections to heritage and global location. Much of my research pivots around recipe books and food magazines because they are rich in ‘narratives’ for material metamorphosis along with performances of place and identity. In particular, I seek embodied qualities embedded in food symbolism – those unconscious experiences residing in our cells and stored there, because we have eaten. In this paper, I will discuss these dynamics through a body of photographic works, She’s so sweet, where I explored motherhood and dilemmas of being a contemporary female with materials from the kitchen and pantry.
Between the body and the world: food, cookbooks and not-eating
Authors: Webb Jen , Harbour Vanessa 
Published: September 2021

Food is one of the fundamentals in the human experience. It is an important point of connection with others and a symbol of our ‘stylisation of life’ (Bourdieu 1984: 411, Certeau et al. 1998: 86, 165). It is one of the key markers of our being in the social and the symbolic world; and is also our mode of being in the physical world. As Antjie Krog observes, ’Psychologists say that the action of eating, of taking in food is simply enchanting – because it’s the way we can take up the world inside ourselves, how what is around us becomes part of us. We eat the world’ (1998: 217). Much of the time, most of us in the privileged west can give ourselves over to that enchantment. We can take access to food, and the process of eating, pretty much for granted, and as such can employ it as a marker of our being. But what happens when the relation between self and food breaks down: what does this do to the relationship between self and society, self and the world? This paper is a combination of creative personal narratives and critical commentary by two writers whose experience involves a ‘problem’ with food. For one of us, it was a period of rejecting food (an eating disorder); for the other, it is a continuing condition of being unable to eat (a medical disorder). In fragments of prose we revisit instances of this broken relationship with food, and interleave these with a discussion about alternative ways of ‘taking the world inside ourselves’.
The ecology of change and continuity in the use of textbooks in higher education
Authors: Knight Bruce Allen , Horsley Mike 
Published: September 2021

This paper explores the relationships between e-learning and textbooks designed to support student learning in higher education. Ellis and Goodyear, in their seminal publication Student experiences of e-learning in higher education (2010) have sought to re-position research on e-learning in higher education in the context of a broader ecology of learning. This broader learning ecology incorporates other components of both the student learning and course development process such as lectures and textbooks. It especially focuses on how aspects of the learning environment and its learning ecology interact in shaping student experiences of learning – and the way that students shape the opportunities designed by the university and its lecturing and course design staff. This paper reports results from a wide-ranging study of the learning resources that are provided for students in 12 university courses drawn equally from the humanities and sciences.
TEXT as textbook: an academic journal in its community
Authors: Krauth Nigel 
Published: September 2021

This article uses the case of TEXT to examine the possibility that an online academic peerreviewed journal might operate as a textbook. Following Lave and Wenger (1991), Wenger (2006), Horsley, Knight and Huntly (2010) and others, it considers concepts of communities of practice, examines the role TEXT has taken in its community, analyses TEXT editorial practices and compares it with the practice of textbook editors, and compares elements of textbook production and usage with TEXT’s profile. Finally, the article looks briefly at the migration of textbooks from paper to smart applications and how this relates to TEXT as textbook.
The evolution of a free online textbook
Authors: Pace Steven 
Published: September 2021

Within the higher education sector, various organisations and individuals have experimented with the provision of free or low-cost online textbooks in an attempt to contain rising costs. This article discusses the evolution of one such textbook over its fifteen-year history. It examines factors that influenced the development of the textbook, identifies the benefits for students and teachers, and questions the viability of this model for other academics and institutions.
Breaking from tradition: developing localised discourses in an emerging global discipline
Authors: Johnston Jane 
Published: September 2021

Public relations is a relatively new discipline in the Australian academy, with its earliest certificate and diploma courses beginning in the 1960s (Gleeson forthcoming). Even newer is the Australian literature that services the field – the journals and textbooks that encourage localised discourses amongst students, academics and professionals. With the exceptions of some early dabblings in the 1950s and 1960s, a single text in the 1970s and a 1990s case study book, textbook and journal development began real momentum in Australia in 1999 to 2000. This article traces the development of this literature in Australia, outlining how it broke free from the strangle-hold of North American literature and developed practice and theoretical discourses framed around localised contexts and, increasingly, international perspectives. The article incorporates a case study of the first 21st century textbook in public relations in Australia, co-edited by Clara Zawawi and the author, soon to be published in its fourth edition, and traces its journey through an examination of this changing research, publishing and writing environment.
Off the shelf and into practice: creatively repackaging popular memoirs as educational resources in health disciplines
Authors: Brien Donna Lee , McAllister Margaret 
Published: September 2021

This article reports on a learning design project that encourages the creative (re)use of popular literature as educational materials by bringing together scholars and insights from diverse disciplines to engage learners and build the human(ising) skills needed in health professions. A capable health professional is one who has technical competence, interpersonal and critical thinking skills. They need to be able to understand and cope with complexity and ambiguity, human diversity, and the reality that people differ in the factors that assist them to become ready for change and stay well. Critics of the direction that health education has taken to prepare graduates indicate that there is a preference for technical skill development, whilst overlooking craft knowledge. Students still need to learn bio-technological knowledge, but they also need to understand the multiple social, cultural, and environmental contexts that can impact on a person’s journey of change in health. The project reported in this paper outlines a novel process of engagement in case-based learning. Particular illness memoirs have been selected, and important plot lines within the stories extracted to depict variations of a person’s health journey. A book club process, familiar to most people as a fun way to engage in multiple readings and perceptions about the merit of a text, is the medium through which these excerpts are discussed. Thus, the materials act as triggers, not solely for inquiry, but for the development of empathy and undestanding of different contexts, which are then aligned to clinical strategies assisting students to develop technical skills and interpersonal abilities.
Sex and gender translations and health education textbooks
Authors: Gray Emily M , Leahy Deana 
Published: September 2021

This paper offers an analysis of the health education textbook as a governmental mechanism for translating official curriculum hopes. This is discussed with particular reference to the ‘subliminal messages’ inherent within school based textbooks and the imperatives that often inform their development and use. Particular attention is paid to the ways in which dominant knowledges about gender and (hetero)sexuality are (re)produced within textbooks, specifically that the male continues to be represented, both sexually and socially, as agentic and active, and the female as passive and receptive. Finally, the authors recommend that the textbook be deployed within the health education classroom as a text for analysis, rather than as transparent evidence of the real, and that doing so would enable the construction of a more critical health[y] subject.
Challenging the conventions of personal correspondence: txting times for literacy snobs
Authors: Mules Philippa 
Published: September 2021

Changes in the way we produce, consume and distribute personal commmunication are subtly mediating new perceptions about communication appropriateness and literacy. While not denying that ideational content is an important carrier of meaning, this paper argues that it is the changing material composition of screen based (as opposed to paper based) personal correspondence that is challenging traditional perceptions. It outlines two methodological perspectives that allow us to compare personal correspondence, such as a letter written on paper, with a text or a tweet. It then compares several different examples of personal correspondence from pre-digital and digital times in order to show how our perceptions of what constitutes effective, appropriate and literate personal correspondence are changing, and to show that the conventions around the personal textual communication of traditional letters were just a highly formalised genre – a set of snobberies shaped by the unique materialities of the literacy tools of the day.
Textbooks in an age of ubiquitous knowledge, competency-based education and MOOCs
Authors: Graham Clive 
Published: September 2021

This paper concerns the dislocation caused by sustained global economic uncertainly post-2008 and its impact on undergraduate university textbooks in the emerging age of ubiquitous knowledge, competency-based higher education and massive open online courses (MOOCs). The paper posits evidence that textbooks increase the cost of higher education, may be ill-suited to emergent personalized delivery, are being replaced by online open-content resource materials, become less relevant when the nexus between time-serving and course completion is broken, are likely to be replaced by syntheses of online materials as quality elements of instruction, and are unable to serve the transdisciplinary nature of emerging workplace contextualised university courses. The paper concludes that undergraduate textbooks are no longer an integral part of university provision in an era of ubiquitous knowledge and may be an impediment to quality education as universities slowly shift to competency-based education and MOOCs.
Higher degree research candidates’ initial expectations in fine art
Authors: Holbrook Allyson , Simmons Beverley , Scevak Jill , Budd Janene 
Published: September 2021

A range of research studies in the past decade have yielded a much fuller understanding of the nature of higher degree research candidature, student experiences and the changes in this population. Nonetheless candidate attrition continues to be a source of concern and there is still much territory to explore in connection with barriers to progress and their successful resolution. One aspect that is rarely explored is research candidates’ initial expectations at masters and doctoral level. Drawing on interviews with fine art masters and doctoral level candidates, this paper explores candidates’ recollections of their initial expectations of candidature in a practice-based discipline, and any ‘mismatch’ or incongruence between their expectations and academic requirements. We found initial expectations clustered under two main areas: expectations about the research degree and expectations about the institutional environment. Suggestions for supervision practice are presented from the findings.
Rethinking the Australian doctoral examination process
Authors: Kiley Margaret 
Published: September 2021

This paper suggests rethinking the doctoral examination process in Australia to enable a closer alignment with the aims of the learning programme. The doctoral examination processes generally aim to assess the candidate’s research capability, the quality and originality of the candidate’s contribution to knowledge, and to authenticate that the work undertaken is in fact that of the candidate. However, based on a review of the Australian system for examining it is clear that the process does not fully align with the aims of the current doctorate and that modest changes could remedy this situation. The paper concludes with some suggestions for change which might enhance the assessment process of Australia’s highest academic award and issues which need to be considered.
Quality and equality in British PhD assessment
Authors: Morley Louise , Leonard Diana , David Miriam 
Published: September 2021

This paper asks whether doctoral assessment has escaped the regulation of quality assurance procedures. Raising questions about the affective and micropolitical dimensions of an oral examination conducted in private, it explores how current concerns about quality assurance, standards, benchmarks and performance indicators in higher education apply to the assessment of doctoral/research degrees in Britain, and in particular to the viva voce examination. Successful PhD completion is a key performance indicator for universities and an important basis for the accreditation of their staff. Despite the rise of new managerialism, a general preoccupation with calculable standards and outcomes and an emphasis on student entitlements, transparency of decision making and information for ‘consumers’, there still seems to be considerable variation, and some mystification, in how doctoral assessment is conducted and experienced. The massification of doctoral studies and the doubling in number of institutions awarding their own doctorates, post-1992, are both likely to increase product variety still further. In the last decade of the twentieth century, there was a major expansion of doctoral studies and a widening of the types of doctorate that may be undertaken in the UK. Although attention has been given to improving supervision and research skills training here since the late 1980s, the assessment process seems to have escaped the scrutiny, checks and balances currently being applied to other academic programmes. In this paper we wish to explore if and how quality assurance, standards, benchmarks and performance indicators should apply in particular to the viva voce examination. We shall also consider the emotional, affective and micropolitical dimensions of an oral examination conducted in private.
Acquiring ‘doctorateness’ in the Creative Industries: an Australian perspective on professional research doctorates
Authors: Stock Cheryl 
Published: September 2021

Over the last two decades, particularly in Australia and the UK, the doctoral landscape has changed considerably with increasingly hybridised approaches to methodologies and research strategies as well as greater choice of examinable outputs. This paper provides an overview of doctoral practices that are emerging in the creative industries context, from a predominantly Australian perspective, with a focus on practice-led approaches within the Doctor of Philosophy and recent developments in professional doctorates. The paper examines some of the diverse theoretical principles which foreground the practitioner/researcher, methodological approaches that incorporate tacit knowledge and reflective practice together with qualitative strategies, blended learning delivery modes, and flexible doctoral outputs; and how these are shaping this shifting environment towards greater research-based industry outputs. The discussion is based around a single extended case study of the Doctor of Creative Industries at Queensland University of Technology (QUT) as one model of an interdisciplinary professional research doctorate.
Creative synergies: exploring the process of supervising and examining the creative writing doctoral thesis
Authors: Kroll Jeri 
Published: September 2021

This paper explores the synergies between the process of supervising and examining a creative writing doctoral thesis. The hybrid nature of the Creative Writing doctorate, in particular, means that the student-supervisor dyad takes on increasing significance, since it affects the likelihood of a successful examination and productive future for postgraduates. This dyad, formed at the beginning of the doctoral journey, necessarily becomes a triad, with examiners as fellow travellers whose feedback affects the shape and perhaps eventual public reception of the thesis and/or creative artifact. The synergies between their roles produce outcomes that can benefit all three, enriching subject and pedagogical knowledge bases, fostering new research directions, enhancing artistic and intellectual careers and improving program design and assessment practices in the discipline. Supervisors and examiners participate in a number of communities of practice, but also join a unique micro community established when each new postgraduate enrols. This community facilitates the dissemination of new knowledge which defines the Creative Writing doctorate.
‘Fail better’: doctoral examination and the creative field
Authors: Brien Donna Lee , Burr Sandra , Webb Jen 
Published: September 2021

Anyone working in the creative arts is likely to have to deal with ‘failure’ at some stage. This paper briefly outlines the rhetoric associated with the concepts of success and failure, and then moves to how these terms and the values associated with them are applied in the process of examination. We critique the pervasive focus on ‘positive’ results, and posit what may be alternate ways to think about creative processes and their outcomes. Drawing on data gathered for an Australian government funded project, ’Examination of doctoral degrees in creative arts: process, practice and standards’, we discuss failure in the light of current examination practices and processes in the creative arts, and from the point of view of candidates, supervisors, examiners and research higher degree administrators. We provide definitions for ‘failure’ in this context, and explore whether – and how – failure can be useful in doctoral level creative arts.
Examining the music doctorate: challenges, contradictions and confluence in assessing time-based work
Authors: Harrison Scott 
Published: September 2021

Time-based work presents particular challenges for the assessment of doctoral work. The need for performance to be experienced ‘in the moment’ creates logistical issues for institutions, assessors and, most significantly – candidates. While this process is akin to examining an exhibition, the ephemeral nature of music, the balance of process and product and the subjectivities of the examiners all play a role in the eventual outcome. Drawing on cases from practice-centred work in music, this paper seeks to illuminate examination practices. Using both live and web-based submissions and incorporating the views of examiners, candidates and higher degree managers, the paper reveals some of the positive and the not-so-positive experiences of examination. The cases are located in the Australian context but have been subjected to international scrutiny through peer assessment with partner institutions in Europe and Scandinavia. The findings from the data provide potential templates for future use, alongside identification of pitfalls to be avoided in the assessment of high stakes music doctorates.
Viva la vida: viva la viva voce (live the life: live the living voice)
Authors: Melrose Andrew 
Published: September 2021

Creative writing is comparatively young as a research discipline in universities, with dedicated doctoral programmes in writing only emerging over the past decade or two. As a consequence, there is still considerable uncertainty about the quality of examination in the discipline. This paper is about the viva voce in the Creative Writing PhD examination process. It addresses the procedures and practice and is accompanied by a rationale which argues the merits of the viva voce.
One I made earlier: on the PhD by publication
Authors: Butt Maggie 
Published: September 2021

The PhD by Publication is growing in popularity in the UK and Australia. This paper focuses on the growth of the so-called ‘retrospective’ model in creative writing, and the examination issues this raises. These include a lack of consistency across the sector in the criteria, particularly in terms of the previously published works, and the purpose of the exegesis and questions about equity and rigour compared with a practice-based research degree.
Cath Raby in conversation with Jen Webb on research higher degree examination administration
Authors: Raby Cath , Webb Jen 
Published: September 2021

This paper is the edited transcript of a conversation between Cath Raby (Research Students Office) and Jen Webb about an administrator’s perspective of the process of examining creative arts doctoral theses. Cath has been central to the process since 2000, and has overseen the carriage of examination for creative arts theses in design, architecture, media production, sound production, creative writing and visual art. Cath explains the ‘fit’ between these theses and those in more conventional forms, and speculates on the value of creative arts doctorates to candidates and the institution.
Susan Carson in conversation with Donna Lee Brien on research higher degree examination administration
Authors: Carson Susan 
Published: September 2021

This paper is the edited transcript of a conversation between Susan Carson and Donna Lee Brien about an administrator’s perspective of the process of examining doctoral theses in the creative industries. Susan was central to the process in the Faculty of Creative Industries from 2008 to 2012, and has overseen the carriage of examination for creative arts theses in the creative industries disciplines of creative writing, performance studies, media and communication, journalism, film and television, visual arts, and interaction and visual design.