Abstract

This paper posits opportunities to explore a critical space for visual communication design research. Through current education strategies being explored and tested we re-apply the typologies of the discipline through the lens of a critical practice in two distinct areas: first, as independent design investigation, process and research outcomes in its own right; and secondly, as meta-practice, enabling knowledge transfer and the facilitation of outcomes in trans-disciplinary research fields. We challenge assumptions of next-iteration practice as merely that of ‘collaboration’ and ‘service’. The paper documents two case studies that have recently been implemented through teaching, learning and research strategies of the UTS Visual Communication Design degree in a university context.