Graphic design students’ conceptions of the discipline in an era of expanded design

In this paper I will argue undergraduate graphic design curricula are becoming increasingly contested spaces. One site of contestation is between the calls to reconsider curricula in response to the changing context in which graphic design operates (an era of expanded design) and the emphasis on graphic design education leading to professional practice. Whilst there is a plethora of literature that examines the changing context and the implications for education, it tends to underplay the powerful and often assumed focus of graphic design education leading to professional practice. However, the reality for many courses is that both dimensions co-exist but are rarely made explicit to students. This paper draws on empirical data in an attempt to explore the implications of this contestation on graphic design students’ conceptions of the discipline. Phenomenographic analysis of interviews conducted with graphic design students on a UK undergraduate programme revealed five qualitatively different conceptions of graphic design ranging from; the application of skills; to a means to create change. These conceptions are then considered in light of the changing context in which graphic design operates. In conclusion, I argue the findings have implications for how we frame the possible and differing intentions of graphic design to students. In particular, if the framing is implicit it may limit some students’ access to the full possibilities of the curriculum. I will finish by sharing current research that uses mapping to make the range of intentions graphic design can inhabit explicit to students