Collective individualism in design

Interdisciplinarity has allowed design education to expand beyond its traditional practises to integrate methodologies for understanding and addressing complexities, structuring and organising critical perspectives, externalising through visual representations, and reflecting on propositions and intended outcomes. Design establishes itself as a social process when situated within real-world contexts, thereby repositioning collectivity as an inevitable condition of design research and practice. This paper introduces the learning and working dynamics of design research students engaged in self-directed studies to examine how individual practises subsequently influence collective references in forming thematic parallels. Examples of student research are used to illustrate how divergent explorations of design issues converge to produce less insular approaches towards a collective body of knowledge. This paper discusses how individual perspectives contribute to unanticipated collectivity, communicating the value of facilitating a shared learning curriculum for design research and practise.