Design Thinking In Higher Education Research Articles

Challenge-based learning and design thinking in higher education: institutional strategies for linking experiential learning, innovation, and academic performance

ABSTRACT This research describes the results of the implementation of the Challenge Based Learning (CBL) with the Design Thinking (DT) methodology, evaluating its stages for the co-creation of solutions to challenges in business contexts combined with an innovative institutional strategy in the higher education. This methodology, articulated with the CBL strategy at the Universidad de la Costa Barranquilla Colombia, facilitates the technological development, research and innovation products, achieving learning results and generic competencies stipulated in the subjects, regardless of the profession the student is pursuing. The results show the concentration of pedagogical and didactic strategies due to their effectiveness in achieving the learning results of the subjects, obtaining the solution to the challenge and associated products. Finally, the test results of students’ generic competencies improve by 55% when compared to previous periods where the strategy was not executed, contributing with products that have a favourable impact on the social environment.

Design Thinking in Higher Education: Opportunities and Challenges for Decolonized Learning

This article builds upon current research to understand the value and limitations of teaching and learning design thinking (DT) in higher education. We implemented a mixed-methods study with faculty and students across 23 diverse courses in four higher education institutions in the United States. Findings showed that following structured learning processes, engaging in active listening, and focusing on others’ perspectives were the most valued DT practices across disciplines. In contrast, prototyping and experimentation were the least used DT practices, with widely varying understandings across disciplines. Additionally, we found consistent evidence that DT can support liberatory teaching and learning practices that decolonize students’ perceptions of power, encourage situated and action-oriented empathy, and provide opportunities for co-creation. This is particularly true when faculty intentionally encourage collaboration and project framing focused on critically analyzing dominant ways of knowing and power structures. Our analysis further revealed the challenges and importance of prototyping and conducting experiments with project partners. Ultimately, this approach can significantly enhance liberatory project outcomes and facilitate decolonized learning experiences. Given our findings, we point out limitations and challenges across current DT pedagogical practices and provide recommendations for integrating DT practices across disciplines in ways that center on issues of systemic oppression, social identity, and human-environmental relationships.

Fostering student-centered learning with design thinking in higher education

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.

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

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.

Service Design Thinking in Higher Education in Finland

Service Design Thinking in Higher Education in Finland

Seven strategies to apply design thinking in higher education

You may have heard of the term design thinking and wondered how it differs from regular thinking. Design thinking is intentional, creative, and supercharged. Applying the principles of design thinking in higher education can help you to solve intransigent problems, generate new models and partnerships, and add an element of playfulness to your work.

Apply design thinking in higher education

You may have heard of the term design thinking and wondered how it differs from regular thinking. Design thinking is intentional, creative, and supercharged. It's a style of thinking for the 21st century. Applying the principles of design thinking in higher education can help you to solve intransigent problems, generate new models and partnerships, and add an element of playfulness to your work.

Seven strategies to apply design thinking in higher education

You may have heard of the term design thinking and wondered how it differs from regular thinking. Design thinking is intentional, creative, and supercharged. It's a style of thinking for the 21st century. Applying the principles of design thinking in higher education can help you to solve intransigent problems, generate new models and partnerships, and add an element of playfulness to your work.

Seven strategies to apply design thinking in higher education

Seven strategies to apply design thinking in higher education

Seven strategies to apply design thinking in higher education

You may have heard of the term design thinking and wondered how it differs from regular thinking. Design thinking is intentional, creative, and supercharged. It's a style of thinking for the 21st century. Applying the principles of design thinking in higher education can help you to solve intransigent problems, generate new models and partnerships, and add an element of playfulness to your work.

Design and Design Thinking in Business and Management Higher Education

Design and design thinking have been identified as making valuable contributions to business and management, and the numbers of higher education programs that teach design thinking to business students, managers and executives are growing. However multiple definitions of design thinking and the range of perspectives have created some confusion about potential pathways. This paper examines notions of design and design thinking and uses these definitions to identify themes in higher educational programs. We present the findings from an initial exploratory investigation of design and design thinking in higher education business programs and define four distinct educational approaches around human centred innovation, integrative thinking, design management and design as strategy. Potential directions for management education programs are presented.

Seven Strategies to Apply Design Thinking in Higher Education

Women in Higher EducationVolume 26, Issue 1 p. 8-9 Design Thinking Seven Strategies to Apply Design Thinking in Higher Education Karen Costa, Karen CostaSearch for more papers by this author Karen Costa, Karen CostaSearch for more papers by this author First published: 28 December 2016 https://doi.org/10.1002/whe.20393Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume26, Issue1January 2017Pages 8-9 RelatedInformation

Learning Design Research in Action

The new field of Learning Design is gaining traction in higher education, aiming to address a number of challenges in technology enhanced learning and teaching. This symposium seeks to build on the national Learning Design Research strengths and help highlight Australian Learning Design theory and practice expertise. It also aims to further consolidate the Australian and international Learning Design community. The content of this submission directly addresses the following topics: An introduction of the Learning Design Framework, Generic Templates, Teacher Design Thinking in Higher Education, Connecting Connectivism and Learning Design, and Translating Learning Outcomes into Learning Designs. The symposium will be divided into five topic-based presentations. The topic discussions will be led by members of the Australian Learning Design network. Discussion will be open and audience interaction will be encouraged.

Pioneering a Design-led Approach to transform Higher Education Services

In third level institutions, there are many disparate actors, systems and processes involved in service delivery and too often staff work in silos with little or no understanding of the personal impact of the student journey. The higher education sector endeavors to make all the services we deliver more useful, usable, efficient and student-centred but sometimes there is insufficient consideration of an overall approach to the actual student lifecycle and the supporting of same. The current complexity of the processes can cause frustration for those involved, in particular, front-line staff and students, particularly where there is a lack of cross-functional communication. There is a need to understand the service before introducing products into the service. An effort is now under way in one institute, to consider how Design Thinking could be applied to higher education services, as a series of iterative change projects, with the ambition of long-lasting sustainable change. This paper seeks to review existing literature in order to assess how one can build on previous experience, and make a contribution to the body of knowledge, based on the current dearth of research in the area of Design Thinking in higher education.