In the recent five years, the predominant approach followed in the context of postgraduate research in the field of design at Stellenbosch University (SU) has been practice-led. This reflects the Visual Arts Department’s integrated, process-oriented philosophy of design. We regard design as an inherently relational practice that connects people, things, places, and ideas, among others. Through the integrated and applied use of multiple media formats. We do not focus solely on the outcome of our practice but are rather interested in using our practice to work towards a more just and sustainable future for all.

In this paper, we examine the impact that transdisciplinary and/or multi-disciplinary educational approaches have in developing critical and creative thinking competencies in a bachelor’s degree context. Strategies relating to integrated assessments within research-based modules are used to explore how transcending disciplinary boundaries in different fields are approached – one a business qualification and the other a creative/design-based qualification. This is also particularly significant in terms of an emerging call to contextualise curricula for Afrika, including adopting more decolonised transdisciplinary research approaches.