1. Editorial: GLAD-HE 2024 Post-Conference Publication

Published by: Innovative Practice in Higher Education

Volume: 7 Issue: 1 Year: 2025

Author (s): Jess Power University of Salford, Louise O’Boyle Ulster University, Davina Whitnall University of Salford

Corresponding editor: e.j.power@salford.ac.uk

Overview: This special edition brings together eleven practitioner-led papers and posters emerging from the 2024 GLAD‑HE Symposium, hosted at the iconic Nottingham School of Art & Design. As the editors reflect, the event marked a moment of “urgency and purpose,” with the sector coming together to articulate what it means for art schools to lead amid political, economic and technological turbulence.

Across the collection, six interconnected themes illuminate how creative education is reshaping power, practice and

possibility. Contributions explore the redistribution of epistemic authority through co-authored learning; ethical and future‑ready engagements with AI and hybrid technologies; and embodied, experiential pedagogies that cultivate

empathy, presence and relational intelligence. Further papers examine identity, purpose and professional formation in fluid, portfolio‑based creative careers, alongside sustainable material practices that foreground ecological responsibility.

The final theme positions the art school as a hybrid, public‑facing and polymathic ecosystem, porous, adaptive and deeply connected to civic and cultural life. Together, these works demonstrate how art schools lead by nurturing the capacities society needs most: critical inquiry, material intelligence, ethical judgement, collaboration and radical

imagination.

The collection affirms the creative sector’s role as both refuge and innovator, shaping futures with confidence, care and collective impact.

This collection was originally published by Innovative Practice in Higher Education Journal (IPiHE) we have been given kind permission by Chris Little (IPiHE Editor) to host this as part of the Creative Pedagogy. For the IPiHE archive please follow the link https://journals.staffs.ac.uk/ - This work is licensed under CC BY 4.0.