Abstract
In this reflective article, we describe our experiences using Design Thinking (DT) to increase student participation and challenge the standard roles and ways of working in Higher Education. We put together a design team of students, academic teaching staff, and educational developers. The intentional mix of perspectives facilitates critical discussions about teaching and learning, and the shared responsibilities associated with developing, implementing, and engaging in it. We describe a framework for using DT in Higher Education, which particularly takes advantage of DT’s “user-centered approach” and “bias towards action”. Additionally, we present a practical example from within our project, Students’ University, and discuss its potential in contributing to a more student-centered teaching and learning environment. We conclude by offering a brief summary of the opportunities, challenges, and potential transformations achievable through the application of DT in Higher Education.
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