The proper use of methods is increasingly important as design challenges are more complex and involve more stakeholders. Such work also demands high reflective ability from designers. Reflective thought processes do not necessary produce positive outcomes for the process and the individual involved. Positive reflection is goal oriented while negative reflection is typically self-oriented. In design education, reflection by students is often treated as rather trivial or only rudimentary support is offered. Research in cognitive science shows that poor reflection can hurt students' well-being, abilities and confidence over time. Thus, there is a need to better understand method use and reflection in design education more specifically when done poorly. We take a theory-building approach and interviewed 12 design students and recent graduates and investigated instances of method use where these led to negative experiences and effects. In doing so, we show different types of negative experiences that students have when using methods, the effects that these experiences have and how they relate to problematic use of methods and poor reflection practices. We end with implications for design education and design research.

Product-service/systems (PSS) have been projected to be a potential solution to address overconsumption and to enable an enhanced sustainability performance. However, PSS do not always live up to their potential benefits, due to unintended changes in consumer behaviour. This study aims at investigating existing methods and tools to develop sustainable behaviour within PSS, alongside potential barriers and success factors. Based on a systematic literature review, a total of 46 methods to achieve sustainable behaviour were collected and analysed, and further discussed on the basis of the identified success factors and barriers.