Master of Design

In this subject, students will identify and integrate their personal qualities and career aspirations to create their unique professional identity. A professional identity enables students to understand and establish a sustainable, fulfilling, effective practice and direction in the design industry.

Through self-reflection and the examination of established designers and studios worldwide, this subject provides an opportunity for students to critically examine their own beliefs, values, experiences, and understanding of design. To support their learning, students will hear from industry experts who share their own career journeys and professional identity development. The subject combines critical reflection and analysis of the student's personal values as a designer with a focus on the social imperative to care for and contribute to the sustainability of our planet and the lives that inhabit it.

This subject introduces designers to research methodologies as a basis for identifying problems which can be the catalyst to bring about change. Students gain skills in the analysis of research data using grounded theory and phenomenography, in addition to visual research methods used as a foundation for creative and design solutions inherent in cross-disciplinary creative practice. By means of reflection, analysis and contextualising an identified culture—their own or others— and by drawing on its philosophies, typical behaviours and patterns, designers explore, elicit and assess problems to instigate creative group projects. As a starting point to the creative process designers identify problems with a beneficial outcome which is critiqued and refined during the group collaboration. Through deductive reasoning the group defines the boundaries of the problems and present these to the group in a “quick fire pitch” for critique and feedback, after which students refine and draw closer to their final inventions or solutions. The technologies used for the final design presentations enable the exploration of contexts by means of audio, visual and textual dimensions. The design practices foster understanding of, and connection with, the contexts that designed things participate in, enrich and often transform. The additional emphasis is on problem identification that informs and leads to enhanced futures based on successful creative outcomes.

This subject provides a suite of cross disciplinary, practice based topics for designers in the areas of, time, space, motion and interaction. Designers will explore conceptual challenges and questions of visual expression in the quest to develop useful, usable and resonant designs for good. This will include understanding and articulating ‘user experience’, the role of design in humanizing information, the aesthetic and conceptual dynamics of effective communication, branding and communication within the international industry landscape.

The practice of design has always been profoundly shaped by the particular economies in which it has been embedded. The demands placed on both human and non-human ecologies by 20th century growth-based economies, are evidently unsustainable. Increasing acknowledgment of ecological stress upon the planet, in tandem with the economic instability of the first decades of the 21st century, have given impetus to a rethinking of our assumptions about the economy. Over the past decades several critical thinkers have proposed new approaches to the economy. What are the implications of these potential economies for design? How might more sustainable approaches to the economy open new possibilities for design? What might be the role of design in the transition to a different economy?

Effective service design is critical to enable positive user experiences and create social change. Students will identify and define an existing complex problem or issue which they will investigate by utilising a range of design research methods. To analyse and apply their research findings, they will be introduced to customer journey maps and service design blueprints. By doing so, they will be able to develop innovative solutions that will meet the needs of individual users, organisations, and communities.

These may include apps, creative tech solutions or the complete redesign of an organisation's systems and processes. This subject will challenge students to expand their thinking and equip them with the mindset to work in a human-centered, sustainable way, designing for real needs, accessibility and usability.

In Design Studio, students will develop alternative design strategies for holistic research evaluation and testing in response to a complex problem or issue. Working individually, students will investigate a variation of design processes, that will enable them to determine the direction and scope for their Design Studio project and outcome.

Students will develop and expand their knowledge and understanding of contextual issues, processes and technical tools that underpin design practice.

Working within their discipline of choice, students define a project that allows for innovative and experimental responses to a developed brief. As a result, students will develop confidence in their abilities to take risks and tackle projects that range in scope and ambiguity.

Working with cross-disciplinary peers, students will be encouraged to push their personal boundaries to develop new perspectives and ways of thinking.

This subject addresses the meaning, practices and elements of social innovation from a global perspective, in the context of the social culture and economy. Students will critically analyse examples of social innovation and synthesize information from scholarly literature, key media elements, and leading industry exemplars.

Students will develop a relevant project brief, employing a range of tools and methodologies, such as:

• researching social need and stakeholders
• theory of change
• stakeholder mapping and measuring impact and other key processes

At the conclusion of the subject, students will have covered the principles of, and debates surrounding social innovation and real need as engines for change, and be cognisant of the tools and methods required to develop impactful proposal pitches.

This subject is designed to provide students an opportunity to pursue a significant project in a professional environment in an area related to their specialisation. This will enable students to develop skills that enhance their prospects of gaining meaningful employment and build their career for the future.

Work integrated learning broadens the students’ learning environment while they’re studying and allows them to see first-hand how their learnings in their degree translates in practice, as well as how ‘real world’ practice relates to what they are learning at University.

There are two options available to students:

Option 1: Industry Brief

Students respond to criteria set within the context of an Industry Project. An understanding of research methodologies appropriate to professional practice and the documentation of personal creative investigation will be explored. Students will also further investigate and examine entrepreneurial and commercial opportunities through collaborative work practice. Students draw upon the philosophical, practical, methodological, theoretical and technical tools they have gathered over the duration of the degree to complete a successful project. Students are mentored through this project with complementary practice-based expertise. Projects must pertain to the field relevant to their specialisation.

Option 2: Industry placement

Students are offered the opportunity to undertake an industry placement at an organisation in a relevant position. This encourages them to build long-term relationships with the industry and provides an opportunity for them to work with and learn from people who may end up becoming colleagues, managers or mentors. It also provides a context in which to enhance their communication skills and work collaboratively in a professional arena. Students will undertake a series of industry-led tasks that are relevant to their field of study in order to understand the key concepts of working in and managing a professional technology team with emphasis placed on the operation of the environment.

The subject is delivered from a cross specialisation perspective and draws on both specialised and common industry practices.

This subject culminates in a synthesised project proposal as foundation for the Cap-stone Project. Consideration of ethics and approaches to potentially sensitive research are identified before approval of the research approach by the University Ethics Committee. During this subject designers develop and consolidate their understanding of research practices as well as findings in order to thoroughly analyse and review collected information gathered without any demographic constraints. The proposal stipulates the problem and the solution as it appears, the research focus group (if any) as well as the type of research to be conducted. Creative and societal innovation founded on research but also reflexive practice is to be considered in the proposal for the Capstone Project. At the end of this subject designers will have proposed the foundations of a self-initiated project that exhibits a sophisticated understanding of contemporary design practice based on triple line philosophy:

1. environmental sustainability;
2. social, ethics and creative responsibility combined with;
3. financial responsibility.

The subject explores the role of design leaders within organisations and provides an understanding of the leadership traits needed to drive design-led innovation. Students will understand the concepts, principles, skills and capabilities required to manage design teams and lead a design agenda to influence organisational wide transformation. Students will evaluate different leadership styles and understand strategies used to influence positive change.

The Advanced Design Studio is a practice-based subject that provides the environment for students to develop a major design outcome. The project is based upon the platform of research work, preliminary concepts and proposal that have emerged throughout the Research and Innovation subject.

Students will apply their knowledge of design practice and processes considering socio-cultural, ethical, sustainable and economic issues to inform a responsible design outcome.

Design outcomes may encompass a digital or physical artefact, spatial design, or systems design in the students’ preferred design discipline.

An important aspect will be developing and iterating concepts to deliver a design prototype or outcome for evaluation and testing. This includes analysing the functional and aesthetic qualities for the design outcome that successfully addresses the students’ proposed brief.

Employing creative and critical thinking, students will challenge their knowledge and skillset to produce innovative solutions and outcomes.

The practice of design has always been profoundly shaped by the particular economies in which it has been embedded. The demands placed on both human and non-human ecologies by 20th century growth-based economies, are evidently unsustainable. Increasing acknowledgment of ecological stress upon the planet, in tandem with the economic instability of the first decades of the 21st century, have given impetus to a rethinking of our assumptions about the economy. Over the past decades several critical thinkers have proposed new approaches to the economy. What are the implications of these potential economies for design? How might more sustainable approaches to the economy open new possibilities for design? What might be the role of design in the transition to a different economy?

Effective service design is critical to enable positive user experiences and create social change. Students will identify and define an existing complex problem or issue which they will investigate by utilising a range of design research methods. To analyse and apply their research findings, they will be introduced to customer journey maps and service design blueprints. By doing so, they will be able to develop innovative solutions that will meet the needs of individual users, organisations, and communities.

These may include apps, creative tech solutions or the complete redesign of an organisation's systems and processes. This subject will challenge students to expand their thinking and equip them with the mindset to work in a human-centered, sustainable way, designing for real needs, accessibility and usability.

In Design Studio, students will develop alternative design strategies for holistic research evaluation and testing in response to a complex problem or issue. Working individually, students will investigate a variation of design processes, that will enable them to determine the direction and scope for their Design Studio project and outcome.

Students will develop and expand their knowledge and understanding of contextual issues, processes and technical tools that underpin design practice.

Working within their discipline of choice, students define a project that allows for innovative and experimental responses to a developed brief. As a result, students will develop confidence in their abilities to take risks and tackle projects that range in scope and ambiguity.

Working with cross-disciplinary peers, students will be encouraged to push their personal boundaries to develop new perspectives and ways of thinking.

This subject addresses the meaning, practices and elements of social innovation from a global perspective, in the context of the social culture and economy. Students will critically analyse examples of social innovation and synthesize information from scholarly literature, key media elements, and leading industry exemplars.

Students will develop a relevant project brief, employing a range of tools and methodologies, such as:

• researching social need and stakeholders
• theory of change
• stakeholder mapping and measuring impact and other key processes

At the conclusion of the subject, students will have covered the principles of, and debates surrounding social innovation and real need as engines for change, and be cognisant of the tools and methods required to develop impactful proposal pitches.

This subject is designed to provide students an opportunity to pursue a significant project in a professional environment in an area related to their specialisation. This will enable students to develop skills that enhance their prospects of gaining meaningful employment and build their career for the future.

Work integrated learning broadens the students’ learning environment while they’re studying and allows them to see first-hand how their learnings in their degree translates in practice, as well as how ‘real world’ practice relates to what they are learning at University.

There are two options available to students:

Option 1: Industry Brief

Students respond to criteria set within the context of an Industry Project. An understanding of research methodologies appropriate to professional practice and the documentation of personal creative investigation will be explored. Students will also further investigate and examine entrepreneurial and commercial opportunities through collaborative work practice. Students draw upon the philosophical, practical, methodological, theoretical and technical tools they have gathered over the duration of the degree to complete a successful project. Students are mentored through this project with complementary practice-based expertise. Projects must pertain to the field relevant to their specialisation.

Option 2: Industry placement

Students are offered the opportunity to undertake an industry placement at an organisation in a relevant position. This encourages them to build long-term relationships with the industry and provides an opportunity for them to work with and learn from people who may end up becoming colleagues, managers or mentors. It also provides a context in which to enhance their communication skills and work collaboratively in a professional arena. Students will undertake a series of industry-led tasks that are relevant to their field of study in order to understand the key concepts of working in and managing a professional technology team with emphasis placed on the operation of the environment.

The subject is delivered from a cross specialisation perspective and draws on both specialised and common industry practices.

This subject culminates in a synthesised project proposal as foundation for the Cap-stone Project. Consideration of ethics and approaches to potentially sensitive research are identified before approval of the research approach by the University Ethics Committee. During this subject designers develop and consolidate their understanding of research practices as well as findings in order to thoroughly analyse and review collected information gathered without any demographic constraints. The proposal stipulates the problem and the solution as it appears, the research focus group (if any) as well as the type of research to be conducted. Creative and societal innovation founded on research but also reflexive practice is to be considered in the proposal for the Capstone Project. At the end of this subject designers will have proposed the foundations of a self-initiated project that exhibits a sophisticated understanding of contemporary design practice based on triple line philosophy:

1. environmental sustainability;
2. social, ethics and creative responsibility combined with;
3. financial responsibility.

The subject explores the role of design leaders within organisations and provides an understanding of the leadership traits needed to drive design-led innovation. Students will understand the concepts, principles, skills and capabilities required to manage design teams and lead a design agenda to influence organisational wide transformation. Students will evaluate different leadership styles and understand strategies used to influence positive change.

The Advanced Design Studio is a practice-based subject that provides the environment for students to develop a major design outcome. The project is based upon the platform of research work, preliminary concepts and proposal that have emerged throughout the Research and Innovation subject.

Students will apply their knowledge of design practice and processes considering socio-cultural, ethical, sustainable and economic issues to inform a responsible design outcome.

Design outcomes may encompass a digital or physical artefact, spatial design, or systems design in the students’ preferred design discipline.

An important aspect will be developing and iterating concepts to deliver a design prototype or outcome for evaluation and testing. This includes analysing the functional and aesthetic qualities for the design outcome that successfully addresses the students’ proposed brief.

Employing creative and critical thinking, students will challenge their knowledge and skillset to produce innovative solutions and outcomes.