Rowles, S. (2026). Conversations on not knowing. In Quaife, M. and Smith, T. (Eds.) (2026). Conversations in artist pedagogy. Uniarts Helsinki. (Pending publication).
Rowles, S. (2026). Reflections on not knowing. In Erkkilä-Hill, J. and Lipiäinen, L. (Eds.) Going Without Knowing. University of Lapland. (Pending publication).
Erkkilä-Hill, J.; Nurminen, M.; and Rowles, S. (2026). Not knowing and its place in fine art practice and pedagogy. Aalto Art of Research conference journal of proceedings (pending publication). Aalto University.
Lehikoinen, K., & Rowles, S. (2026). Tensions in the discourses of professionalism in the arts: How can higher arts education support students in navigating these complexities? In ENCATC (Ed.), ENCATC The European Network on Cultural Policy and Management 2026 congress proceedings: Artists and cultural & creative professionals at the centre: Rethinking work, policy, and cultural ecosystems (pp. 173–180).
View publicationRowles, S. (2026). How the framing of artistic professionalism on a BA Fine Art programme can influence whether students go on to become professional artists in the future. In ENCATC (Ed.), ENCATC The European Network on Cultural Policy and Management 2026 congress proceedings: Artists and cultural & creative professionals at the centre: Rethinking work, policy, and cultural ecosystems (pp. 86–93).
View publicationRowles, S. (2024). Examining the role of undergraduate fine art education in the production of professional artists. Doctoral Thesis. Institute of Education, University College London.
View publicationRowles, S. (2026). Ecologies of the undergraduate fine art curriculum: examining the factors that shaped whether final year students on a BA Fine Art programme in London could imagine themselves becoming professional artists. Special conference edition of The International Journal of Art and Design Education (pending publication).
Allen, J. and Rowles, S. (2016). Professional Practice: 20 Questions – Interviews with UK undergraduate fine art staff exploring how students are prepared for life after art school. Q-Art. London.
Allen, J. and Rowles, S. (2013). 15 Methods: 20 Questions – interviews with art and design educators uncovering the process, value and potential of art education. Q-Art. London.
Rowles, S. (2013). Art Crits: 20 Questions – A Pocket Guide – Featuring interviews with UK Fine Art staff in the topic of the Art Crit. Q-Art. London.
Rowles, S. (2011). 11 Course Leaders: 20 Questions – A collection of Interviews with 11 London BA Fine Art Course Leaders. Q-Art. London.
Rowles, S. (2008). 12 Gallerists: 20 Questions – A collection of Interviews with 12 London Gallerists. Q-Art. London.
Quaife, M., & Smith, T. (2026). Artist Pedagogy, Art Schools, and Belonging. Synteesi, 44(3–4), 2–9.
September 2026
Tensions in the discourses of professionalism in the arts: How can higher arts education support students in navigating these complexities?
Presentation with Professor Kai Lehikoinen. European network on cultural management and policy (ENCATC) congress. Côte d’Azur University, Nice.
September 2026
How the framing of artistic professionalism on a BA Fine Art programme can influence whether students go on to become professional artists in the future
European network on cultural management and policy (ENCATC) congress. Côte d’Azur University, Nice.
August 2026
Helping students navigate the freedoms of fine art studio culture and practice
Artist pedagogy and artistic thinking perspectives and practices conference. Uniarts Helsinki, Finland.
November 2025
Ecologies of the BA Fine Art Curriculum
The International Journal of Art and Design Education conference 2025 – Ecologies. (online).
November 2024
The Role of Undergraduate Fine Art in the Production of Professional Artists
Doctoral Research Seminar: Art, Design and Museology. Institute of Education, University College London.
April 2021
Q-Art
‘Art School Pedagogy: 2.0. Pedagogy as Mentorship’ symposium at Columbia Teachers College, New York.
September 2019
Facilitating Inclusive Crits
Arts University Bournemouth Annual Teaching Conference.
June 2018
Access and Success in Contemporary Fine Art Education
‘Instruction and Influence: Women In Art Education’. London School of Economics, University College London Art Museum, and The Slade School of Art.
October 2017
Professional Practice in UK Art Education
‘Artistic Training Between Tradition and Experiment: Art Academies and Alternative Art Schools in Europe and Russia’. National Research University Higher School of Economics, St Petersburg, Russia.
June 2016
The teaching of professional practice in UK art schools
‘Positioning the Academy’. Gerrit Rietveld Academy, Amsterdam.
May 2015
Q-Art
7th ELIA Teachers Academy ‘Learning In/Through the Arts’, Fontys School of Fine and Performing Arts, Tilburg.
May 2014
Art Crits
The Higher Education Academy ‘Teaching in Practice’ Conference, Victoria & Albert Museum, London.
January 2014
Foundation art and design methods
‘Possibility Space: New Environments and Practice in Foundation’. UAL Awarding Body Conference, Chelsea College of Art.
June 2013
15 Methods: 20 Questions – A landscape of UK foundation courses
‘A History Uncovered, A Future Imagined’, Tate Art School Educated & Paris College of Art, Paris.
June 2013
How Q-Art can Support Learning & Teaching in Higher Arts Education
Enterprise and Innovation Conference, University of Portsmouth.
March 2013
Fine art education – a vision for the future
CHEAD Annual Conference, Central Saint Martins, University of the Arts London.
March 2012
Liberating a new perspective: Q-Art and Starcom MediaVest partnership
The Culture Capital Exchange Business and Creativity Conference, The British Library.
January 2012
Keynote: Cultural capital and fine art education
University of the Arts London’s Annual Learning and Teaching Day, London College of Fashion.
April 2011
Findings from 11 Course Leaders: 20 Questions
National Association for Fine Art Education conference, Northumbria University.
Plus over 50 talks about Q-Art and its activities at universities worldwide.