Does applying design thinking result in better new product concepts than a traditional innovation approach? An experimental comparison study

Meinel, Martin; Eismann, Tobias; Baccarella, Christian V.; Fixson, Sebastian K.; Voigt, Kai‐Ingo

doi:10.1016/j.emj.2020.02.002

Cited by 59 publications

(49 citation statements)

References 97 publications

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“…These characteristics are summarized in Table 1. [6] found that teams applying design thinking develop better product concepts than teams that apply quality function deployment in terms of feasibility, relevance and specificity, but not a novelty. Researchers claim that the design thinking approach to innovation has several positive outcomes.…”

Section: Developmentmentioning

confidence: 99%

Design Thinking and Design of Experiments: The Fusion of the School of Design and Industrial Engineering to Create Learning Experiences in the Tec21 Educational Model

Almaguer¹,

Montes²,

Acuña³

et al. 2021

DS 110: Proceedings of the 23rd International Conference on Engineering and Product Design Education (EPDE 2021)

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Two characteristics of the Tec21 Educational Model at Tecnologico de Monterrey are learning-basedon-challenges (LBC) and the attempt to provide memorable experiences during university education. These challenges and experiences are being created through activities to develop problem-solving competencies in the students. These activities where they apply their classroom learning are designed to be attractive and challenging for the students. The Industrial Engineering and Design departments of Tecnologico de Monterrey have merged the design of experiments and design thinking to create a methodology that allows students to design successful academic activities and provides added value in education. During the last 12 years, students at Tecnológico de Monterrey have experienced various activities both in Semana i and Semestre i (new class periods created under the Tec21 Educational Model). The learning activities contained challenges to resolve during the school periods, which evidence significant learning, as reported in the end-of-semester evaluations. By proposing academic activities based on a multilevel factorial model, a statistical model has been generated to find the best combination of the component factors and levels to give us a probability of success greater than 90% when implementing the activities. Following the design-thinking methodology allows the institution to immerse with the students, be empathetic, and clearly define our expectations of them and, consequently, have a robust activity design. Various design factors are built into the activities to make them attractive and challenging for the students and enable them to apply their classroom learning.

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Section: Developmentmentioning

confidence: 99%

Design Thinking and Design of Experiments: The Fusion of the School of Design and Industrial Engineering to Create Learning Experiences in the Tec21 Educational Model

Almaguer¹,

Montes²,

Acuña³

et al. 2021

DS 110: Proceedings of the 23rd International Conference on Engineering and Product Design Education (EPDE 2021)

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“…In an experimental study among 14 novice multidisciplinary product development teams, Seidel and Fixson (2013) show that high‐performing teams find design methods more helpful in concept generation and concept selection than low‐performing teams. In another experiment, Meinel, Eismann, Baccarella, Fixson, and Voigt (2020) find that teams applying design thinking develop better product concepts than teams that apply quality function deployment in terms of feasibility, relevance and specificity, but not novelty.…”

Section: Theoretical Foundationmentioning

confidence: 99%

Living up to the expectations: The effect of design thinking on project success

et al. 2020

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Both academics and practitioners have paid increased attention to design thinking over the past years. Yet, there is still little empirical evidence about its effectiveness for achieving success in innovation projects. Based on the existing design thinking literature, we conceptualize the common themes underlying design thinking to describe the application level of design thinking practices in projects. Then, we elaborate on the performance relevance of design thinking. Besides a direct impact on project performance, we draw on organizational behaviour literature and argue psychological empowerment to be a core mechanism through which design thinking affects project performance. We test our hypotheses with 160 students participating in 62 innovation projects for companies. We find the effect of the application level of design thinking practices on project performance to be fully mediated by psychological empowerment. Our study contributes to the literature by providing empirical support for the performance relevance of design thinking and the underlying mechanism. Furthermore, we shift the perspective on design thinking from being an approach to solve complex or wicked problems to an approach facilitating motivation and empowerment.

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“…A number of approaches were proposed in the field of innovation management to improve the chances of a user experience (UX) focused business to succeed. The most prominent are lean startup (Ries, 2011) and design thinking (Buchanan, 1992;Meinel et al, 2020). At their core, these approaches rely on a constant adaptation of products and business models through iterative prototyping and experimentation.…”

Section: Introductionmentioning

confidence: 99%

A Data-Driven Approach to User-Experience-Focused Model-Based Roadmapping for New Product Planning

et al. 2021

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User experience (UX) focused business needs to survive and plan its new product development (NPD) activities in a highly turbulent environment. The latter is a function of volatile UX and technology trends, competition, unpredictable events, and user needs uncertainty. To address this problem, the concept of design roadmapping has been proposed in the literature. It was argued that tools built on the idea of design roadmapping have to be very flexible and data-driven (i.e., be able to receive feedback from users in an iterative manner). At the same time, a model-based approach to roadmapping has emerged, promising to achieve such flexibility. In this work, we propose to incorporate design roadmapping to model-based roadmapping and integrate it with various user testing approaches into a single tool to support a flexible data-driven NPD planning process.

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Does applying design thinking result in better new product concepts than a traditional innovation approach? An experimental comparison study

Cited by 59 publications

References 97 publications

Design Thinking and Design of Experiments: The Fusion of the School of Design and Industrial Engineering to Create Learning Experiences in the Tec21 Educational Model

Design Thinking and Design of Experiments: The Fusion of the School of Design and Industrial Engineering to Create Learning Experiences in the Tec21 Educational Model

Living up to the expectations: The effect of design thinking on project success

A Data-Driven Approach to User-Experience-Focused Model-Based Roadmapping for New Product Planning

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