Introduction of adapting design thinking into the education in Kanazawa Technical College

Ito, Meguru; Naoe, Nobuyuki; Imazawa, Akio; Matsushita, Omihito

doi:10.1109/iceed.2015.7451486

Cited by 7 publications

(3 citation statements)

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“…(Brown, 2008, p. 2). A detailed analysis of design thinking literature in Higher Education settings, helped defining the following main characteristics: human-centered approach, solution of ill-defined problems, creativity, teamwork/collaboration, prototype-driven (Carlgren et al, 2016;Fleury et al, 2016;Ito et al, 2015;Lugmayr et al, 2014;Patel & Mehta, 2017;Razzouk & Shute, 2012;Wrigley & Straker, 2015). Design thinking supports dealing with complex real-life problems, following a human-centered approach and demands students to be avid interdisciplinary collaborators (Brown, 2008;Scheer et al, 2012).…”

Section: Design Thinkingmentioning

confidence: 99%

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: Design Thinkingmentioning

confidence: 99%

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 concept of design thinking, which "uses the sensibility and methodologies of the designer to match people's demands with what is technologically achievable and what a viable business strategy can turn into customer value and market potential," design thinking can be summed up (Brown, 2009, p.86). The university educational framework is attributed to design thinking methodology characteristics such as solving ill-defined problems, human-centred approach, collaboration, and creativity (Ito et al, 2015;Lugmayr et al, 2014;Patel & Mehta, 2017;Wrigley & Straker, 2017). To implement the design thinking methodology, researchers have suggested various approaches, including the double-diamond used in this research, which was proposed by the UK Design Council (Design Council, 2007).…”

Section: Design Thinkingmentioning

confidence: 99%

Design Thinking as a Co-Creation Methodology in Higher Education. A Perspective on the Development of Teamwork and Skill Cultivation

Vardakosta¹,

Priniotakis²,

Papoutsidakis³

et al. 2023

EUROPEAN J ED RES

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<p style="text-align: justify;">Graduates of higher education need, in addition to knowledge, skills such as cooperation, communication, and problem-solving to cope with their working life. Collaborative learning environments like co-creation, are gaining attention for their ability to cultivate these essential skills. This study aims to investigate the understanding and efficacy of co-creation from the perspective of 145 undergraduate students enrolled in a physics course, using a questionnaire. Design thinking, using the double-diamond model, is applied as the co-creation methodology. The study examines the effects of co-creation and design thinking on teamwork and the development of skills. The study also discusses the differences in co-creation, design thinking, teamwork, and skill development among various demographics, previous co-creation experiences, and teaching methods. The findings demonstrate that the majority of students understand the concepts of co-creation and design thinking, and that their co-creation teams functioned satisfactorily, leading to the development of necessary skills. However, increasing age seems to be an inhibiting factor. Finally, the study shows that students who prefer co-creation as a teaching method or have previous co-creation experiences are more receptive to this approach.</p>

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“…It can be argued that the top cited author [4] [21], way of thinking and being [15], a set of contingent, embodied routines [10], application of design methods to innovation challenges by multidisciplinary teams [22], a hypothesisdriven process and a practice [14], cognitive processes designers have in common [23], a crossdisciplinary and user centered method [24], a team-based innovation method [25], a human-centered approach applied to wicked problem-solving [26], the ability to combine empathy, creativity and rationality [27], an evolving theoretical practice apart from the traditional design discipline discussion [28], a systematic, intelligent process employed by designers to generate and evaluate concepts for devices, systems, or processes [20], both the creation of material and non-material values, and strategic and systemic approach in the problem solving [29], the way of finding or developing the problems or needs with the tools that designers use [30], a key process that promotes iterative thinking [31]. Despite of the wide variety of definitions, the common elements found in most of the attempts to describe DT are: human-centered approach, solution of wicked-problems, creativity, teamwork, prototype-driven.…”

Section: What Are the Characteristics And Dimensions Of Design Thinking?mentioning

confidence: 99%

Design Thinking in Higher Education: A Scoping Review

Guaman-Quintanilla¹,

Chiluiza²,

Everaert³

et al. 2018

ICERI Proceedings

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Design Thinking is trendy in engineering and management educational settings. Some researchers link Design Thinking to the 21st century skills which are highly demanded by industry. In this paper we set the following research questions: 1) What are the characteristics and dimensions of Design Thinking? 2) What skills have been assessed on undergraduate or graduate students as a result of a Design Thinking intervention? 3) What are the ways to develop Design Thinking in education?There is no recent literature review about Design Thinking in engineering and management Higher Education. The purpose of this work is to bring a state-of-the-art of this topic, answering the proposed research questions. A scoping review was carried out building on the literature from the last 10 years as indexed in the 'Web of Science' database, usingThe results show that: (1) There is no agreement for a clear definition of Design Thinking; nevertheless, there are two main ways of depicting it; (2) Only 20 studies out of 79 assess the impact on students as a result of an intervention. It was found around 20 skills, 7 learning outcomes and 5 attitudes, which were assessed. (3) Overall, some authors present ways to develop Design Thinking such as analogies, reflection, physical models, storytelling, among others.Though Design Thinking is presenting as a promising agenda for curriculum design attaining new goals for education, the results stress the need for more empirical robust arguments and evidencebased assessment because most of the research is still based on anecdotal testimonies; otherwise it could become just another fad. The paper provides avenues for future research.

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Introduction of adapting design thinking into the education in Kanazawa Technical College

Cited by 7 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

Design Thinking as a Co-Creation Methodology in Higher Education. A Perspective on the Development of Teamwork and Skill Cultivation

Design Thinking in Higher Education: A Scoping Review

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