Adopting Design Thinking in Novice Multidisciplinary Teams: The Application and Limits of Design Methods and Reflexive Practices

Seidel, Victor P.; Fixson, Sebastian K.

doi:10.1111/jpim.12061

Cited by 326 publications

(378 citation statements)

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Section: Methodsologymentioning

confidence: 99%

“…The workshop should also encourage and provide opportunity for discussion, debate and critical reflection as well as engagement (Huckle & Sterling, 1997;McNerney & Davis, 1996). Finally, brainstorming as a reflective technique is recognised as important to the design thinking process (Seidel & Fixson, 2013).The audio-visual introductions were designed to be contemporary in style using photographs and popular music to capture the students' attention. This design deliberately mimicked 'You Tube' content style, where images or silent video are overlaid with a piece of popular music.…”

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FORMakademisk 8-1 2015 THE WHOLE ISSUE

Reitan¹

2015

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in Oslo. The conference was a cooperative event between the Design Research Society (DRS) and the International Association of Universities and Schools of Design, Art and Media (CUMULUS), and hosted by the Faculty of Technology, Art and Design at HIOA. The theme for the conference was Design Learning for Tomorrow -Design Education from Kindergarten to PhD. The conference received an overwhelming response both ahead of the conference, with 225 admitted papers, and during the conference with 280 delegates from 43 countries listening to 165 presentations and having a good time in Oslo. The last day of the conference was the 17 th of May, Norway National Day, with traditional songs and a children's parade in the centre of Oslo.We see this positive response to the conference as a growing awareness of perceiving design in a broad interdisciplinary perspective in support for a better tomorrow. For years the Design Literacy Research Group, with a base at HIOA in Oslo, has promoted the idea that sustainable design solutions should include more than 'professional' designers; they should also include the general public as 'conscious' consumers and decision makers with responsibility for quality and longevity, as opposed to a 'throw-away' society. This is also the reason why the conference focused on design education from Kindergarten to PhD. This perspective was put forward as a contrast to most design education conferences where there is either a focus on design education for professionals or general education for children and non-designers. In the call for conference papers, we argued for a longitudinal perspective on design education where the education of professional designers is seen in relation to the general education of the public. This is becoming increasingly relevant as more decisions are being made on the basis of visual representations. We regard education at many different levels as important in securing a sustainable future for the design of everyday life solutions. For that, we need qualified and reflective decision makers with a consciousness for quality of design and solutions.Why have these issues of concern been so important for Norwegian researchers within this field? The answer goes back to the 1960 National Curriculum for primary and lower secondary schools in Norway, when art and crafts were merged into one subject. Currently, this subject includes art, architecture, design and visual communication. No other Nordic-or European-country seems to have developed a model similar to this. Today, we see the benefit of this merger where design is at the core of the subject for youngsters-building upon the best from art and the best from craft to become creative problem solvers and critical consumers. Hopefully we will soon see UNESCO or other organizations with responsibility for funding research recognize that we need more research and knowledge on what impacts design education from Kindergarten to PhD have on consumer habits and sustainable development at large. We hope that such projects are not far off...

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Section: Methodsologymentioning

confidence: 99%

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confidence: 99%

FORMakademisk 8-1 2015 THE WHOLE ISSUE

Reitan¹

2015

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“…The scant research on service design practices has been limited to discussions on the importance of design thinking to management (Gruber et al, 2015;Ostrom et al, 2010;Seidel & Fixson, 2013). We still know little about how service design (and design thinking) evolves into an organizational capability, though issues about the development and change of service innovation capabilities (among others) have received increasingly high scholarly attention .…”

Section: Service Design As An Organizational Capabilitymentioning

confidence: 99%

“…Service design is often described as "what designers do", referring primarily to methods and tools for problem solving (Johansson & Woodilla, 2009;Kimbell, 2011b) that are particularly relevant in contexts of high uncertainty and ambiguity (Liedtka, 2014;Waddock & Lozano, 2013 management scholars have turned their attention to design in strategy (Dunne & Martin, 2006;Liedtka, 2014). Researchers draw on the foundational tenets of design thinking, such as iterative cycles of learning (Seidel & Fixson, 2013) and value co-creation which, as they argue, enable firms to adapt to changing environments and stay competitive sustainably (Kimbell, 2014;Ostrom et al, 2010).…”

Section: Service Design As An Organizational Capabilitymentioning

confidence: 99%

Untitled

2017

JEMI

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“…5, 6 Saunders 4 noted that work experience involving both engineers and non-engineers enhances the preparation as engineers and more broadly, as life-long learners 7 . The Accreditation Board for Engineering and Technology (ABET) has articulated the importance of being able to function on a multidisciplinary, 8 and the National Academy of Engineering's (NAE) Grand Challenges requires a multidisciplinary approach.…”

Section: Introductionmentioning

confidence: 99%

Feasibility of Developing a Sustainable Multidisciplinary Senior Capstone Experience

Baughman¹,

Mosher²,

Gansemer-Topf³

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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University. His research critically examines the role of design research in design education and practice. He has taught classes in design research methods, design thinking, multidisciplinary innovation, and human-centered design. Trained as a design researcher, he is passionate about developing new methods for investigating cross-disciplinary collaboration among faculty, students and academic units.c American Society for Engineering Education, 2016 Feasibility of Developing a Sustainable Multidisciplinary SeniorCapstone Experience Abstract Today's undergraduate engineering students will enter a workforce that requires a multidisciplinary approach to problem-solving. According to data from the National Science Foundation 1 and the National Academy of Engineering 2 a multidisciplinary problem-solving approach is increasingly a critical component of the nations' innovation infrastructure. Although both academic and industry professionals agree on the importance of providing students the opportunity to work on multidisciplinary teams, many institutions struggle to create these opportunities within their curriculum. This paper will examine the benefits and challenges of creating a multidisciplinary senior capstone course from the perspective of engineering faculty. IntroductionMost engineering educators support the idea of a multidisciplinary capstone course in concept,

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Adopting Design Thinking in Novice Multidisciplinary Teams: The Application and Limits of Design Methods and Reflexive Practices

Abstract: Scholarly and practitioner literature have both described the potential benefits of using methods associated with a "design thinking" approach to develop new innovations. Most studies of the main design thinking methodsneedfinding, brainstorming, and prototyping-are

Cited by 326 publications

References 46 publications

FORMakademisk 8-1 2015 THE WHOLE ISSUE

FORMakademisk 8-1 2015 THE WHOLE ISSUE

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Feasibility of Developing a Sustainable Multidisciplinary Senior Capstone Experience

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