Research Policy & Strategy
The Institute for Artistic Research in Berlin aims to embed the education of its research students within the framework of professional practice. It prioritizes ‘artistic research’ and emphasizes interdisciplinarity through collaborations with various partners in Higher Education, including Universities, the Max Planck and Leibniz Institutes who validate their 3rd cycle degrees. PhD students and post-doctoral researchers are attached to specific research projects and work within the project team. The Institute is engaged in discussions with local and national research funding bodies with a view to securing funding for artistic research projects.
Key research themes
3rdcycle awards are validated by collaborating external partner institutions.
Dissertation and/or Presentation (Performed/Exhibited)
Depending on the contract, external examiners may be involved in assessing awards.
Forms of Output
Theatre productions; Exhibitions, Films, peer-reviewed publications & papers; Performances; Public engagement; Dissertations; Symposia; Books, Editions
The project-based nature of the opportunity means that the type of research students undertake is prescribed by the terms of the contract. The length of student engagement on a 3rd cycle project varies, typically extending over 12 – 36 months.
There is no structured programme.
Undergraduate & Masters Research
Quality Assurance & Enhancement
Students are normally supervised by 2 academics.
The project-based nature of the research means that students do not follow a structured programme but the Institute adheres to the Florence Principles.
The Institute is wholly dedicated to research and does not provide teaching.
PhD possible in individual cases by negotiation or recruitment. The Institute does not actively recruit students except to specific projects, and as a result the student population is small, with approximately 3 students in a given year, and 7 students graduating in the last 5 years.
Research and private project funding.
The Institute is concerned to address the professional utility of postgraduate education.