Associate Professor Veronika Kelly

Excludes commercial-in-confidence projects.

Other projects

DAP_r (Design and Architecture Practice Research) OLT Innovation and Development Grant (2016-2017)

Lead Institution: RMIT University. Partner Institutions: Monash University, Deakin University, UTS University, University of New South Wales,Newcastle University, Bond University, Charles Sturt University, Queensland University of Technology,University of Canberra, University of South Australia, University of Adelaide, University of WesternAustralia and University of Tasmania.UniSA Project Team: Dr Rachel Hurst & Dr Veronika Kelly

Establishing an Australian Communication Design Educators Network: A/Prof Veronika Kelly, University of South Australia, and Professor Laurene Vaughan, RMIT University.Project supported by The Australian Council of University Art and Design Schools (ACUADS).

Research outputs for the last seven years are shown below. Some long-standing staff members may have older outputs included. To see earlier years visit ORCID, ResearcherID or Scopus

Open access indicates that an output is open access.

Highlights

Chapters

Journal Articles

Conferences

Non Traditional Outputs

Other outputs

Kelly, V, Moline, K, Vaughan, L 2021, Design Education Now (Editorial), NiTRO Creative Matters, DDCA, July 2021, vol. 36. https://creativematters.edu.au/2021-7-30-design-education-now/.

Kelly, V, Thiessen, M, Kelly, M, Sandbach, K, Reddy, G, Haslem, N 2021, Before, not yet after: Reflections on the future of design education in an Australian context, in Design Education Now, NiTRO Creative Matters, DDCA, July 2021, vol. 36.

Kelly, V, Thiessen, M, Kelly, M, Basheer, N 2020, 'Place, history, and cultures of design education: expanding interpretations of "readiness to practice"' in DRS2020: Synergy, Design Research Society, CN Virtual, Online, Australia, 11-14 Aug 2020 http://drs2020.org/.

Kelly, V. (2023). Embracing a Pedagogy of Ambiguity in Higher Education. In: Lehtonen, M.J., Kauppinen, T., Sivula, L. (eds) Design Education Across Disciplines: Transformative Learning Experiences for the 21st Century. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-23152-0_5.

Abstract: The capability to thrive in uncertain and complex work situations that are beyond known routines and limits is key to the future of work (World Economic Forum, 2020). At the same time, higher education institutions are increasingly challenged by complexity, change, and ambiguity. Working with ambiguity is a familiar concept in design practice and education, particularly in studio-based learning, and it has further significance for higher education more broadly as a constructive force that supports learning. The chapter conceives of ambiguity as culturally and socially constructed in its context of use, and offers a series of provocations for a pedagogy of ambiguity to support the transformation of teaching and learning in higher education today.

Research interests include: Design, culture, and rhetoric; Communication Design; Design education; Metaphor; Critical discourse analysis in design, Design for health and wellbeing; Typography and information design.