This paper presents a debate between the authors designed to articulate two different perspectives on designing for continuous innovation and sustainability at Central Queensland University and the University of Southern Queensland in Australia. One perspective, drawn from engineering and the physical sciences, conceives of innovation in terms of technology understood as applied science, with quantification and reduction essential precursors to effective optimisation. The other perspective, derived from education and the social sciences, understands innovation as transformation of practice (Denning 2004) and as contingent and situated and concerned with issues such as value and community.The authors argue that both these perspectives are indispensable yet contradictory ingredients in the likely future composition and constitution of contemporary universities. On the basis of the application of these perspectives, there are as many roadblocks and roundabouts as there are thoroughfares in designing futures in and for these institutions. This finding suggests both the robustness and utility of the theoretical perspectives deployed and the need for an ongoing interrogation of what innovation is and whom it benefits and/or disadvantages. This is the approach most likely to contribute to genuine and productive sustainable innovation in higher education in the early 21st century.