Shared Drive research encompasses four types of project:

  1. institutional documentation, analysis and publication: the Fine Art programme researches its own activity, via data on the school’s Shared Drive
  2. passive-participation: academics practise according to their own agenda and custom, but share their work in progress for analysis and re-presentation, with commentary
  3. small-ask, task-driven collective projects, in which multiple practitioners respond to the same shared and simple brief
  4. projects linking individual practice with the taught programmes, making practice-based research happen in School of Art studios, at the heart of collective learning experiences

This model

  • brings practice-based research onto the premises
  • externalises process
  • encourages student-participation
  • includes regular publication, with commentary
  • can be implemented in short order


  • there is educational benefit in practice-based research happening on the premises and being integrated into learning programmes
  • sharing of practice-based research processes as well as research outcomes will improve the quality of research, add educational value, and improve the profile and coherence of the Fine Art programme
  • most practice-based researchers pursue their practice and implement research regardless of institutional structures
  • critical mass for a viable project can be achieved through collective involvement
  • there is a long history of productive response by artists to commission and constraint
  • most practice-based researchers will respond readily to small-ask, simple tasking
  • Winchester School of Art is itself a sufficient common factor to unify and articulate the practice-based research conducted by its staff
  • by researching its own practices, the School of Art can achieve better understanding of itself, better outputs, and a better profile for the quality of all its work
  • these measures do not preclude any other research initiative

2 thoughts on “Research”

  1. Like the student-based approach to this and the closer interrelation between teaching and research, we are described as a research led teaching university. The engagement through all years seems interesting and if we can develop it so students can join at the level they feel able to that would be good.

    We do need to bring on board a number of individuals engaged in their practice and teaching and currently disenfranchised from the current modes of what is termed research; the current hegemony needs to be broken open to enable new ways of thinking; this seems to be taking place elsewhere in society including science in terms of ways of thinking.

    Plus it should make it a more engaging place to work.

    As well as developing new ways of submitting for the REF we should make sure we understand the Ref and apply outcomes that already fit or can be made to fit with minimal effort where we can.

  2. Perhaps you could explain what the ‘current hegemony’ actually is Andrew so I could get a better understanding of how to respond to this comment. It would be good to understand more about what is deemed as research and how this relates to the Undergraduate programme.

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