In the UK, after nearly five decades of graphic design being taught as a degree subject, more than two decades in the university sector, and despite significant international developments in design research over this period, graphic design is a peripheral contributor to design research and lags behind most other Art and Design disciplines. This paper aims to shift the dial on graphic design research and speaks directly to graphic design academics, research leaders and departmental heads where graphic design is taught in Higher Education, all of whom have roles to play in enabling a shift towards a graphic design research culture.

Specifically, and through a blend of quantitative and qualitative research, this paper considers the validity of criticisms levelled against the quality of graphic design research submitted to the UK’s 2014 Research Excellence Framework (REF2014). We do this through a keyword search and analysis of publically available data in order to establish the following: the volume of graphic design outputs submitted to REF2014; types of graphic design outputs; comparisons with other art and design disciplines; the volume of graphic design outputs per institution, and a content analysis of statements accompanying each output. In addition, we report on challenges and potential barriers faced by graphic design academics in seeking to establish an academic research culture.

The findings broadly support the REF2014 report's claims that graphic design research is weak, but we identify additional shortcomings in the lowly volume of outputs submitted, the comparative lack of practice-based outputs, the majority of contributions coming from a relatively small number of institutions, and the urgent need for research leadership. Detailed in this paper, the findings bring into sharp focus the challenges and opportunities facing institutions and academics preparing for REF2021 and beyond, while also outlining a series of recommendations towards creating a sustainable agenda change.