Effects of Design Thinking on transnational collaborative projects in engineering

Matsushita, Omihito; Tsuda, Akihiro; Sakamoto, Mune-aki; Fujii, Kiyomi; Ota, Shinichiro

doi:10.1109/iceed.2015.7451503

Cited by 5 publications

(7 citation statements)

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“…The systematic mapping of problem solving phases onto the design thinking phases might have offered students sufficient structure and support to deal successfully with the complex problem solving projects; or as Lindberg et al (2011) pose: Design thinking promotes a problem exploration space where instead of creating general hypotheses or theories about the problem, people get an intuitive (not completely verbalized) understanding through observing exemplary use cases or scenarios; and synthesizes this information to point of views. Our findings about the positive impact on problem-solving skills after a design thinking intervention confirm earlier research (Alhamdani, 2016;Bhatnagar & Badke-Schaub, 2017;Khalaf et al, 2012;Lee & Benza, 2015;Linton & Klinton, 2019;Lugmayr et al, 2014;Matsushita et al, 2015;Taajamaa et al, 2013). In addition, the emphasis on structured collaboration, explicit reflection on experiences, plans and products and the explicit availability of feedback by the facilitators and 'sponsors' might have boosted the design thinking potential.…”

Section: Discussionsupporting

confidence: 86%

Impact of design thinking in higher education: a multi-actor perspective on problem solving and creativity

Guaman-Quintanilla

Everaert

Chiluiza

et al. 2022

Int J Technol Des Educ

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This study investigates the effects of using design thinking on students’ problem solving and creativity skills, applying a constructivist learning theory. A course where students use design thinking for analyzing real problems and proposing a solution, was evaluated. The study involved 910 novice university students from different disciplines who worked in teams throughout the semester. Data were collected at three times during the semester, i.e. at the beginning (t0), in the middle (t1) and at the end (t2), after solving a short case study. Each time the problem solving and creativity skill of each student was rated by three different actors, i.e. the students themselves (self-evaluation), one peer and one teacher (facilitator). The objective of this study is to investigate whether the problem solving skills and creativity skills improved along the course, as rated by the three actors. A repeated measures ANOVA was used for the data analysis of this within-subjects design. Results show a significant improvement on students’ problem solving and creativity skills, according to the three raters. Effect sizes were also calculated; in all cases the effect sizes from t0 to t1 were larger than t1 to t2. The multi-actor perspective of this study, the adoption of reliable and valid measures and the large sample size provide robust evidence that supports the implementation of design thinking in higher education curriculum for promoting key skills such as problem solving and creativity, demanded by labor markets. Finally, a discussion that puts forward an agenda for future research is presented.

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Section: Discussionsupporting

confidence: 86%

Impact of design thinking in higher education: a multi-actor perspective on problem solving and creativity

Guaman-Quintanilla

Everaert

Chiluiza

et al. 2022

Int J Technol Des Educ

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“…The results show that students under a DT intervention improved their teamwork skills throughout the study, when analyzing their peers' scores. Other studies also found positive impact when assessing the impact of a DT intervention on teamwork (Lugmayr et al, 2014), (Valentim et al, 2017), (Benson and Dresdow, 2015), (Matsushita et al, 2015), (Parmar, 2014), (Taajamaa et al, 2013), (Khalaf et al, 2012), (Palacin-Silva et al, 2017. On the other hand, hypothesis 1 could not be accepted when analyzing facilitators' scores and students' self-evaluation.…”

Section: Discussionmentioning

confidence: 93%

“…As such, behavioural indicators are being put forward to support this often generally claimed impact on problem-solving. Furthermore, there are other studies that reported positive impact on problem-solving skills after a DT intervention (Lugmayr et al, 2014), (Bhatnagar and Badke-Schaub, 2017), (Alhamdani, 2016), (Anand et al, 2015), (Matsushita et al, 2015), (Taajamaa et al, 2013), (Khalaf et al, 2012), (Parmar, 2014). It is worth to draw attention to the decrease in facilitators' mean scores from t1 to t2 (Figure 1), despite this change is not significant, it might be explained by the fact that teachers' expectations create biases in evaluation of students (Jussim, 1989); and facilitators verbally reported that their expectations were higher at the end of the course than at the mid-term.…”

Section: Discussionmentioning

confidence: 99%

“…A review carried out by the authors shows that most-mentioned outcomes of DT in Higher Education contexts are teamwork, problem-solving e.g. (Matsushita et al, 2015), (Lugmayr et al, 2014), (Parmar, 2014), (Taajamaa et al, 2013), and creativity/creative thinking e.g. (West et al, 2012), (Saggar et al, 2017), (Clemente et al, 2017), (Benson and Dresdow, 2015), among others.…”

Section: Introductionmentioning

confidence: 99%

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Mapping Impact of Design Thinking in Teamwork, Problem-Solving and Creativity

Guaman-Quintanilla

Chiluiza

Everaert

et al. 2020

Proc. Des. Soc.: Des. Conf.

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The present study analyzes the impact of a Design Thinking course on undergraduate students during an academic term. The impact was measured on three key outcomes: teamwork, problem-solving and creativity; using VALUE rubrics. The evaluation was carried out at three different moments during the course. Three types of evaluators participated: facilitators, students (self-evaluation) and peers. The results show statistically significant improvement on the three outcomes comparing students’ initial and final performance. Despite the promising results, the current study has some limitations.

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“…(TELLO-ROZAS, 2016) Improvement, perceived by the students, of linguistics and communication skills, self-direction and positiveness, a spirit for challenge, cooperation and flexibility, a sense of responsibility and mission, understanding of other cultures, sense of identity, sense of social contribution to local people and communities (MATSUSHITA et al, 2015) Increase in local human capital has been observed. The inclusion of capacity-building activities as an important element of the initiative has helped to improve the skills of some local community members.…”

Section: Government Participationmentioning

confidence: 99%

How social innovation projects are managed? Answers from a literature review

Chueri¹,

Araújo²

2018

EPSIR

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Social innovations (SI) are solutions that simultaneously meet a social need and lead to new or improved society capabilities. Although SI have been one alternative to modern societies challenges, little evidence is found on how this process occurs, including methods and tools. This research analyses the state of art in the academic research on the development of SI projects through a systematic literature mapping related to the development of SI projects. Main findings are that SI development processesfrom ideation to implementation and scalability -are not completely described, little detailed information exists about the use of methods and tools, lack of implementation results, and very limited knowledge can be found on how organizations develop capabilities to manage SI projects. This paper brings to the SI research community a landscape of approaches already used in SI projects management, giving ground to a research agenda in the field.Resumen: Las innovaciones sociales (IS) son soluciones que satisfacen simultáneamente una necesidad social y generan capacidades sociales nuevas o mejoradas. Si bien las IS han sido una alternativa a los desafíos de las sociedades modernas, se encuentra poca evidencia sobre cómo ocurre este proceso, incluidos los métodos y las herramientas. Esta investigación analiza el estado del arte en la investigación académica sobre el desarrollo de proyectos de IS a través de un mapeo bibliográfico sistemático relacionado con el desarrollo de este tipo proyectos. Los principales hallazgos revelan que los procesos de desarrollo de la IS, desde la ideación hasta la implementación y escalabilidad, no se describen completamente, existe poca información detallada sobre el uso de métodos y herramientas, faltan resultados acerca de la implementación y se encuentra un conocimiento muy limitado sobre cómo las organizaciones desarrollan capacidades en la gestión de proyectos de IS. Este documento, brinda a la comunidad investigadora del campo de IS un panorama sobre los enfoques utilizados en la gestión de proyectos de IS, dando paso a una agenda de investigación.Palabras clave: innovación social, desarrollo de la innovación social, mapeo sistemático de la literatura.

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Effects of Design Thinking on transnational collaborative projects in engineering

Cited by 5 publications

References 0 publications

Impact of design thinking in higher education: a multi-actor perspective on problem solving and creativity

Impact of design thinking in higher education: a multi-actor perspective on problem solving and creativity

Mapping Impact of Design Thinking in Teamwork, Problem-Solving and Creativity

How social innovation projects are managed? Answers from a literature review

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