This research study, which, because of its small numbers should be regarded as more of a pilot study, investigated the effect that therapeutic touch may have on measurable physical signs of the subjects involved. It also looked at any change this complementary therapy may have made in health perception immediately following the experiment and 1 week later. The design is modelled on that of Quinn (1984), eminent researcher in the field of energy exchange. Therapeutic touch is a misnomer because physical touch is not necessary--it is the energy field that is touched.

Vaughan 2020). The growth of creative methods and arts-based methods also means that data is increasingly gathered through creative means in many social science and education doctorates (Kara 2015, Leavy 2018). The doctoral contribution as thesis can therefore no longer be automatically assumed to be contained solely in a written text. This paper questions the extent to which research degree regulations and policies are reflecting and enabling the diversity of contemporary forms of knowledge articulation in practice-based research. Arising from my lived experience of supporting doctoral candidates to navigate regulations on the format and formatting of a submission, it draws on empirical research into research degree regulations at a number of universities in the United Kingdom, contextualised in relation to the literature. I reveal the assumptions and constraints embedded in regulatory practices and highlight ongoing concerns around the articulation and archiving of practice-based doctoral research.

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The authors' lived experience of devising a professional development programme for research supervisors and securing SEDA (Staff and Educational Development Association) accreditation informs this paper. Our first purpose is to outline the programme and discuss its uniqueness in using a community of practice model (Wenger, 1998) in conjunction with practitioner inquiry (Stenhouse, 19981) for developmental and for assessment processes simultaneously. The second purpose is to discuss the challenges and benefits in securing SEDA accreditation for the programme, and how we managed to do this whilst retaining the richness of the conversations that colleagues find rewarding and useful. In sharing our model, we aim to encourage others to think about how dialogic and community of practice approaches might be embedded in professional development and accreditation opportunities in their own institutions.