The interface between art and design education and the creative, digital and IT sector in the South East
The deadline for 2012 Doctoral College Studentships has now passed.
The Brighton Doctoral College is pleased to welcome applications from self-funded or externally sponsored students for programmes of research in this or a closely related area, beginning from September 2012. Applications are welcome from students wishing to study full time or part time, and applications are welcome from students in employment who have the support of their employers.
- Based in the Faculty of Arts
- Supervisors: Professor Steven Miles; Dr Jonathan Sapsed; Professor Anne Boddington.
Application deadline
The university cannot guarantee that students can start at their requested date unless deadlines are met.
- UK/EU students: The deadline for the university to receive applications for an entry date of October is the 1 August, for January entry it is the 1 November and for May it is the 1 March.
- International students: The deadline for the university to receive applications for an entry date of October is the 1 June, for January entry it is the 1 September and for May it is the 1 January.
Building upon research emerging from the AHRC-funded Brighton FUSE project we invite proposals that seek to understand the potential mismatch between the commercial imperatives of the Creative Digital and IT (CDIT) sectors and those of art and design education.
The Brighton FUSE is founded upon the proposition that by connecting the arts, humanities and design with digital technology, then creativity and innovation can be enhanced. We invite applications from arts, humanities, social science and business scholars who are interested in developing a project that investigates and assesses current practice and may devise practical ways in which the sector and universities can work together more effectively.
Mateos-Garcia’s FUSE (2011: 41) report on ‘The role of universities in enhancing creative clustering’ argues that, “Universities need to acknowledge that traditional divisions between ‘teaching’, ‘research’, ‘third stream’ and other important activities such as the procurement of creative goods and services, or the provision of office space, are not meaningful for potential creative partners outside – in fact, the awareness of such divisions may put them off collaborating”. We are interested in investigating ways in which arts and humanities education contributes to digital business practice and innovation. This may be through tracking the pipeline of talent from graduates through to professional work, either from archival sources, survey or qualitative methods; exploring and perhaps testing non-traditional modes of education and learning and Continuous Professional Development, or evaluating the role of more informal or underground forms of creative digital learning that are apart from the academic institutions.
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