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8.1Artistic research and the PhD in the arts
By Emiliano Battista, Florian Vanlee & Walter Ysebaert (ECOOM - VUB)
One of the consequences of the 1999 Bologna Declaration, which aimed to bring a patchwork of systems into harmony and establish a European Higher Education Area (EHEA), was to make research central to tertiary arts education in Europe. This is borne out by the introduction of BA and MA programs, which make the development of research competences a new and compulsory part of the arts curriculum. There is no doubt, however, that the PhD in the arts has been the most visible and contentious outcome of the entry of research into higher arts education. The granting of doctoral degrees based on artistic research officiated the entry of the arts into the scholarly sector, kickstarting heated discussions not only about the arts’ ability to produce new knowledge, but also about the methods for evaluating the outcomes they produce.
Artistic research has now been a formal presence in the European research landscape for over twenty years. And yet, factual descriptions of its practices and outcomes remain scarce, making its trajectory and development obscure. Outlining the institutional context of formal artistic research in Flanders and discussing insights derived from an exhaustive database listing all arts PhDs awarded by Flemish institutions since 2006, the present text addresses this lack by mapping the domestic landscape and the conditions artistic research takes place in.