2021
DOI: 10.1108/ijis-10-2020-0188
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Pedagogy innovation for management graduates: application of design thinking

Abstract: Purpose This paper aims to develop a pedagogy combining analytic reasoning with a more exploratory skill set that style practitioners have embraced and business schools have traditionally neglected. It proposes a viable business which will be converted into market opportunities. The study aims to expand the domain of design thinking (DT) by applying the concept in the higher education sector with special reference to management education. Design/methodology/approach This paper emerged out of an application o… Show more

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Cited by 3 publications
(18 citation statements)
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“…Despite the burgeoning demand in industry and academia for DT and its significant potential in shaping creative and engaging pedagogies for education and training, ongoing debates persist on effectively imparting DT education (Schumacher and Mayer, 2018). A potential source of this conflict and ongoing discourse may be the absence of concrete, in-depth practical implementations, resulting in a need for a clear and intricate procedure for teaching and training in multidisciplinary approaches (Selvalakshmi et al, 2022). This absence, in turn, creates a sense of uncertainty among educators and academicians when teaching or training for DT (Schumacher and Mayer, 2018).…”
Section: Discussionmentioning
confidence: 99%
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“…Despite the burgeoning demand in industry and academia for DT and its significant potential in shaping creative and engaging pedagogies for education and training, ongoing debates persist on effectively imparting DT education (Schumacher and Mayer, 2018). A potential source of this conflict and ongoing discourse may be the absence of concrete, in-depth practical implementations, resulting in a need for a clear and intricate procedure for teaching and training in multidisciplinary approaches (Selvalakshmi et al, 2022). This absence, in turn, creates a sense of uncertainty among educators and academicians when teaching or training for DT (Schumacher and Mayer, 2018).…”
Section: Discussionmentioning
confidence: 99%
“…Lack of in-depth description of the methodology used Some studies omit details on how they designed proposed pedagogies using DT in management education and training. This creates ambiguity, leaving an open ground for assumptions about the use of theoretical literature, expertise from academic peers, and personal practical experience, which might be challenging for inexperienced scholars (Chongwatpol, 2020;Selvalakshmi et al, 2022). Furthermore, instances were noted where authors did not explicitly mention the methods they had employed such as sampling strategies (Cummings and Yur-Austin, 2022;Larson et al, 2019;Thacker and Berardi, 2021;Junior et al, 2020), manual coding or software-based analyses, or any other technique used to derive the outcomes (including principles, themes, codes, time slots/durations, models, course structures, among others).…”
Section: Claim Specificitymentioning
confidence: 99%
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“…The stages in design thinking tend three to six steps/stages in it. The concept presented by Brown regarding design thinking is the most well-known design thinking process today (Suresh & Kolluru, 2022). Brown explained that the design thinking cycle model has three phases in it, namely: inspiration, ideas, and implementation where problem-solving is the main focus and identification of existing opportunities.…”
Section: Actualization Of Design Thinkingmentioning
confidence: 99%