One of the consequences of hyper-positivism on contemporary scholarship has been an increase in measuring academic excellence by instrumental rather than intrinsic value. Increasingly, university disciplines are required to demonstrate their relevance in the marketplace, resulting in a tendency by some arts and humanities scholars to deemphasise research and concentrate on creative practice. This paper attempts to bridge the gap between these two responses. It argues that concentrating on creative practice (techne) reduces the art academic to a tradesperson and that concentrating on rhetoric while ignoring arts practice alienates the artist from vital skills and techniques. It identifies scholarship as the defining feature of academic excellence and argues that this is better achieved when academics use critical thinking to balance creative expression and research based practice.