This document represents a summary of key observations from the Creative Disciplines' Collaborative Cluster Activity during 2017-18 and 2018-19. This work relates to the collaborative cluster project being led by Glasgow School of Art, The Royal Conservatoire of Scotland and The University of Edinburgh (Edinburgh College of Art).

This document describes how key data sets can be used to enhance in annual monitoring for programmes in the creative disciplines. This work is one of the collaborative cluster projects being led by Glasgow School of Art, The Royal Conservatoire of Scotland and The University of Edinburgh (Edinburgh College of Art).

The aim of the tool kit and its components is to develop programme leaders' and course leaders' understanding of the impact of learning and teaching, and enhancement of teaching. The tool kit provides a pragmatic structure from which to debate complex and contended aspects of creative arts higher education as part of annual programme enhancement. It hopes to offer materials that support creative and critical conversations regarding the nature of the disciplines and what creative arts higher education has to offer socially, culturally and economically. This work relates to the collaborative cluster project being led by Glasgow School of Art, The Royal Conservatoire of Scotland and The University of Edinburgh (Edinburgh College of Art).

As part of the collaborative project, two student interns explored their learner journey and its unfolding to support then in post-graduation professional contexts. Their narratives and reflections are included in this document as primers for further discussion. This work relates to the collaborative cluster project being led by Glasgow School of Art, The Royal Conservatoire of Scotland and The University of Edinburgh (Edinburgh College of Art).

Throughout the project, visualisations were created to summarise the learner journey. This was achieved in terms of visualising the recent literature which explained the Scottish learner journey, graphic representations of the learner journey as emerged from the work of the cluster, and a student diagrammatization of their learning journey. These visualisations are included in this document as another source of discussion aimed at helping programme leaders consider where their programmes outcomes 'sit' within the broader cultural ecology. This work relates to the collaborative cluster project being led by Glasgow School of Art, The Royal Conservatoire of Scotland and The University of Edinburgh (Edinburgh College of Art).

This briefing provides a review of learner journey relationships with the creative sector within the devolved educational context of Scotland. It starts by outlining this journey in terms of the linear school-to-work regime upon which much policy depends for accountability and standards. It moves onto identify some of the complexities associated with this model when it comes to assessing student success in creative arts subjects. It challenges the linear school-to-work regime policy and suggests an alternative non-linear, reiterative education-and-work regime as the necessary focus for measuring the impact of higher education creative arts. To do this, it places success within the creative arts as part of an integrated system of creativity. As such it suggests that, in the generation of outcomes’ metrics, we need to find a method for assessing life-wide ‘learnING journey’ outcomes.

This end of project report highlights the Key findings from the project on the Creative Discipline Collaborative Cluster project.

This presentation was delivered by the collaborative cluster project team at the Theme Leaders' Group meeting on 6th December 2018. It includes an update on the work being complete during year two of the Theme.

This report looks at ways in which we communicate data to enhancing learning and teaching in the Creative arts programmes in Scotland. This work was part of the collaborative cluster work and sits underneath the sector strand: Optimising the use of existing evidence.