Purpose This paper investigates and illustrates the affordances of arts-based research (ABR) for practice-based doctoral research in the doctorate in education (EdD). This study aims to respond to potential constraints surrounding the use of ABR in the EdD, including the existence of limited work which addresses ABR’s significance for this mode of study. Design/methodology/approach The project used a participatory research model supported by a series of online Action Learning Set (ALS) sessions. This paper is the product of a collaborative, arts-based approach to analysing students’ reflections and developing rationale for adopting ABR within this project. Findings This paper illustrates how the use of ABR on the EdD has different affordances, which can be understood in relation to students’ primary identities as either Artists or Researchers. For those with Artist identities, ABR affords heightened reflexivity; for those with Researcher identities, ABR affords heightened attention to axiological issues, including empowering participants and impacting audiences. Originality/value This paper uses a novel approach, including visual data, as part of a collaborative process to investigate the affordances of ABR for the EdD. Both the approach and the findings have value for EdD students and supervisors.
Clark et al. (2026) studied this question.