Principles Of Design Thinking Research Articles

Implementing Zero Impact Factories in Volkswagen’s Global Automotive Manufacturing System: A Discussion of Opportunities and Challenges from Integrating Current Science into Strategic Management

The current exceeding of six out of nine planetary boundaries requires a significant transition of human societies towards absolute sustainability. Industrial manufacturing systems were and still are an important motor for socio-economic development but at the cost of a significant negative impact on the biosphere. Current concepts in absolute sustainability and sustainable manufacturing provide solutions for sustainability transitions in industry, but various methodological, technical and procedural challenges arise during their adaptation in industrial practice. The development and operationalization of a “zero impact factory” strategy by Volkswagen Group has identified various implementational challenges, which are discussed in this article. First, an overview of motivations for “zero impact” transformations in industry are pointed out. Second, relevant aspects for the strategic management of sustainability transitions in manufacturing companies are highlighted based on a literature analysis. Third, the strategy development process is explained based on a systematic structure, which includes design-thinking principles for sustainability transitions of large technical systems such as factories in global manufacturing systems. Fourth, the developed strategy content is presented, including (1) the strategy vision, (2) the defined quantified “zero impact” goals, (3) a system model and a prototype of a zero impact factory, (4) the developed “Impact Points” and the “Site Checklist” methods (for evaluating the environmental transformation of a factory) and (5) the definition of processes for strategic management during strategy operationalization. Finally, various organizational challenges and opportunities are pointed out, which are considered novel insights from industrial practice and relevant for the science-based strategic management within automotive companies and other global industrial manufacturing organizations, as well for advancing sustainability concepts in applied industrial science.

Development of a design course for medical curriculum: Using design thinking as an instructional design method empowered by constructive alignment and generative AI

Doctors are nowadays experiencing many struggles in their daily practice, mainly due to new intricate challenges of the twenty-first century. However, despite the efforts of traditional medical education, it falls short in providing them with the required tools to effectively overcome these difficulties. In light of these shortcomings, this paper suggests the development of a new educational framework designed to guide medical educators in creating student-centered learning experiences. Which may be ensured by using Design Thinking (DT) as an instructional design method, merged with constructive alignment principles, and generative artificial intelligence. To demonstrate the effectiveness of this new educational approach, a case study is showcased wherein the framework was applied to design a new medical curriculum. The case study specifically focuses on first-year students in a Moroccan medical faculty and was developed based on DT principles, allowing students to engage in a transformative learning process that encourages innovation and creativity. The new curriculum includes lecture sessions, hands-on workshops, and project coaching where teams of medical students learn the design process and are given the opportunity to prototype and test their proposed solutions at local university hospital units. Overall, the showcased case study provides evidence of the framework's effectiveness in designing a new medical curriculum, illustrating its potential for enhancing medical education and engaging future doctors in impact-focused projects with long-term benefits for their career development.

Inclusive Design Capabilities of Diploma-Level Industrial Design Students: An Empirical Investigation

This research delves into assessing diploma-level industrial design students’ proficiency in employing design thinking in their projects in Malaysia. The study addresses the difference between practical skills and design thinking, comprehensively evaluating the students’ capabilities. Malaysia’s industrial design diploma program is designed to equip students with the requisite skills and knowledge for a successful career, emphasising creating functional and aesthetically pleasing products that enhance lives. The research seeks to gain insights into the student’s ability to apply design thinking principles throughout the product design process, mainly focusing on their comprehension and implementation at each stage. The study involved observing students working on a project themed “Redefining Local Culture,” which aimed to breathe new life into local traditions through design. The research also incorporated industry mentorship to enhance the student’s practical application of design thinking, highlighting the significance of integrating industry insights into the curriculum. The findings underscore the importance of integrating design processes and design thinking into the curriculum to produce well-prepared graduates for the demands of the design industry. The study proposes curriculum enhancements that focus on aligning academic knowledge with practical application, ultimately aiming to bridge the gap and better prepare diploma students for the industrial design sector in Malaysia.

Design Thinking and Career Development: A Comparative Study

This study conceives career development as a design process and not as a planning activity. An uncertain and fast-changing professional environment requires adaptation and training in a proper mindset. Since there is no such thing as “expertise” in life, Design methodologies and principles may be helpful for students to develop self-awareness and guidance. This study presents a comparative approach based on Beckman and Barry’s (2007) learning framework of the two main career development methodologies for students based on Design Thinking: “Designing Your Life and BE(A)ST” (BE Aware STudent). Designing Your Life explores design thinking principles and techniques to help individuals create fulfilling and meaningful careers. BE(A)ST is an approach, process, and set of tools that assist students in designing their careers while still at university.

Design thinking in medical education to tackle real world healthcare problems: The MasterMinds Challenge

Educational challenge Medical education must equip future professionals with the necessary skills to navigate the complex healthcare landscape. Clinical knowledge is essential, and critical and creative thinking skills are vital to meet the challenges of the system. Design thinking offers a structured approach that integrates creativity and innovation, yet its application in medical education is absent. Solution and implementation The compulsory MasterMinds Challenge course at Leiden University Medical Center utilizes design thinking principles to address real world healthcare challenges. Final-year medical students participated in a two-day program. The course encompassed empathizing with stakeholders, problem definition, ideation, prototyping, and refining solutions. Presentation skills were emphasized, culminating in a symposium where teams showcase their outcomes. Implementation of the MasterMinds Challenge course was successful with 33 sessions delivered to 1217 medical students. Challenges covered various healthcare topics, yielding creative yet practical outcomes. Students appreciate the real world healthcare challenge, team-based approach, and the applicability of design thinking principles. Challenge owners expressed satisfaction with students’ commitment, creativity, and empathizing abilities. Lessons learned and next steps To further enhance the MasterMinds Challenge course, a more longitudinal format is being designed, enabling greater autonomy and emphasizing the refining and implementation phases. The course can be extended to medical postgraduate professionals and interdisciplinary collaborations, fostering innovative ideas beyond current practices. By developing problem-solving skills, the MasterMinds Challenge course contributes to a future-proof medical education program and prepares students to meet the evolving needs of healthcare.

Towards Relevant and Viable Telehealth Technologies

Disruption of the healthcare system was more pronounced in low- to middle-income countries than in developed countries during the period of the COVID-19 pandemic.1 A reduction of about a third of the patient cases was observed, especially  for the mild to moderate conditions.2 Considering that non-severe cases are most amenable to remote management throughtelehealth, the latter was a popular alternative to going to a health facility. Among its benefits include connecting patients with health providers at their convenient time and place, avoiding exposure to infection, saving time, responding early to medical emergencies, providing e-prescriptions, accessing even remote areas, among others.3
 In this issue of the journal, the article by Gonzales et al., on developing and implementing mobile health technologies presents the Philippine scenario in the development of mobile health (mHealth) technologies. It is noted that the average cost to develop and roll out mHealth is around PhP 4,018,907 (US $78,650). This figure may not be too onerous for those with the means but is challenging for most developers. Thus, the government plays an indispensable role in supporting these ventures for health especially during the pandemic. With taxpayers’ money going to these technologies, it is advantageous to weigh the benefits over the investment. Cost-benefit analyses are important to undertake before plunging into specific projects.
 During the pandemic, some of these telehealth services were funded by the government and the developers faced challenges inherent in public funding.4 When the government ceases to fund these projects, entrepreneurs have to rely on their own resources. Financial viability is linked to market success.
 To make any product or service successful in the market, it should be designed from the outset, based on the needs of its intended customers. The design thinking principles are important to consider in the design process of mobile health technologies.5 At the core of these principles is that the product is co-designed with the consumers. From the very start of the project, the ‘needs’ of the consumers and not just their expressed ‘wants’, should be well delineated. This can be teased out from qualitative interviews with consumers about their experiences so that the problematic areas can be explored more deeply to bring out the real needs that even the consumers themselves may not realize. In so doing, the developer can design the technology addressing those needs, thus making the product more relevant and acceptable in the market.
 For innovations emanating from the university, it is beneficial that academe-industry collaboration be established from the start. There are a number of mechanisms where this can be achieved. In the so-called “reverse-pitching”, companies present their needs to the professors and researchers for them to initiate studies to address those needs. Usually, innovators are the ones pitching their technologies to companies who may potentially take on the product to be commercialized. Often, the perspective of the industry sector is not heard which is key to having a marketable product. Thus, in reverse pitching, the companies present the market needs to the creators of the technology, resulting in more relevant and useful innovations.
 The academic community can co-create with the industry the relevant products and systems that the consumers will patronize. In some countries, there are laboratories and similar facilities built by the industrial companies within the university campus to facilitate the collaborative efforts between academe and industry in devising innovations. Those seminal workswill then be further developed and scaled by the company, and eventually be brought to market. Such mechanisms fuse the creative minds of the academe with the pragmatic acumen of the industry sector to address the needs of the community with better products and services.

Pilot Study of a Mobile Phone Chatbot for Medication Adherence and Toxicity Management Among Patients With GI Cancers on Capecitabine.

Capecitabine is an oral chemotherapy used to treat many gastrointestinal cancers. Its complex dosing and narrow therapeutic index make medication adherence and toxicity management crucial for quality care. We conducted a pilot study of PENNY-GI, a mobile phone text messaging-based chatbot that leverages algorithmic surveys and natural language processing to promote medication adherence and toxicity management among patients with gastrointestinal cancers on capecitabine. Eligibility initially included all capecitabine-containing regimens but was subsequently restricted to capecitabine monotherapy because of challenges in integrating PENNY-GI with radiation and intravenous chemotherapy schedules. We used design thinking principles and real-time data on safety, accuracy, and usefulness to make iterative refinements to PENNY-GI with the goal of minimizing the proportion of text messaging exchanges with incorrect medication or symptom management recommendations. All patients were invited to participate in structured exit interviews to provide feedback on PENNY-GI. We enrolled 40 patients (median age 64.5 years, 52.5% male, 62.5% White, 55.0% with colorectal cancer, 50.0% on capecitabine monotherapy). We identified 284 of 3,895 (7.3%) medication-related and 13 of 527 (2.5%) symptom-related text messaging exchanges with incorrect recommendations. In exit interviews with 24 patients, participants reported finding the medication reminders reliable and user-friendly, but the symptom management tool was too simplistic to be helpful. Although PENNY-GI provided accurate recommendations in >90% of text messaging exchanges, we identified multiple limitations with respect to the intervention's generalizability, usefulness, and scalability. Lessons from this pilot study should inform future efforts to develop and implement digital health interventions in oncology.

The Design of a Learning Experience Platform using xAPI with Design Thinking Learning to Promote Innovation

This research focuses on designing a learning experience platform using xAPI and incorporating design thinking principles to foster innovation. The study focused on two main areas: a) analyzing and synthesizing the conceptual framework for a learning experience platform using xAPI with design thinking learning to promote innovation; and b) evaluating the suitability of a learning management model design for the learning experience platform using xAPI with design thinking learning to promote innovation. The evaluation was conducted by nine experts and the model consists of five parts: 1) the student module, 2) the teacher module, 3) the learning module, 4) the analytical module, and 5) the portfolio module. These modules were derived from an assessment of the suitability of the learning style, which indicated the highest level. The result regarding the suitability of the components of the LEP-DT learning model was at the highest level ( x = 4.79, S.D). The value is 0.39. According to the assessment results, the model can be applied to learning management.

Application of User Interface and User Experience for Smart Greenhouse Mobile Application Design

Smart greenhouses enable remote control and monitoring of the planting environment through a mobile application. However, existing mobile applications designed for smart greenhouses often suffer from unattractive user interfaces and limited features, reducing their effectiveness in monitoring and controlling greenhouse conditions. This study’s primary objective is to design a prototype mobile application for smart greenhouses by incorporating user interface and user experience (UI/UX) principles. The performance of the designed system is evaluated through the System Usability Scale (SUS) assessment. The study follows the design thinking principles, including empathizing, defining, ideating, prototyping, and testing, to identify user problems, generate innovative ideas, and create a design prototype that aligns with user needs. The design prototype is developed using the Figma application. Results from performance testing involving 10 prospective application users indicate an outstanding usability score of 82.75, categorizing it as excellent. This outcome demonstrates the successful development of a smart greenhouse application prototype that, through thoughtful UI/UX design, offers an attractive interface and features that effectively address user requirements.

An Approach to the Utilization of Design Thinking in Artificial Intelligence Education

As artificial intelligence (AI) continues its rapid and relentless progression, the necessity for a comprehensive AI education has become increasingly evident. While South Korea has initiated various policies related to AI education, recent research has underscored the potential adverse repercussions of current instructional approaches on learners. In response to this pressing concern, the present study delves into integrating design thinking principles into AI education and meticulously assesses its impact on learning outcomes. To achieve this objective, we seamlessly amalgamated design thinking principles with AI problem-solving techniques, developing a tailor-made AI education curriculum explicitly crafted for middle school students. Subsequently, this innovative curriculum was implemented among middle school students, and their Computational Thinking (CT) competence was rigorously evaluated. The findings unequivocally establish that the infusion of design thinking into AI education significantly augmented the CT skills of the participating students. In comparison to the control group, it was discerned that middle school students who underwent AI education integrated with design thinking exhibited a statistically substantial enhancement in their Computational Thinking (CT) proficiencies. This study furnishes compelling empirical evidence that unequivocally endorses design thinking as a potent instructional approach within the domain of AI education, particularly for middle school students. Furthermore, it underscores the necessity of embracing innovative pedagogical methodologies in AI education to equip the younger generation with the indispensable skills to adeptly navigate the perpetually evolving landscape of an AI-driven future.

An Approach to the Utilization of Design Thinking in Artificial Intelligence Education

As artificial intelligence (AI) continues its rapid and relentless progression, the necessity for a comprehensive AI education has become increasingly evident. While South Korea has initiated various policies related to AI education, recent research has underscored the potential adverse repercussions of current instructional approaches on learners. In response to this pressing concern, the present study delves into integrating design thinking principles into AI education and meticulously assesses its impact on learning outcomes. To achieve this objective, we seamlessly amalgamated design thinking principles with AI problem-solving techniques, developing a tailor-made AI education curriculum explicitly crafted for middle school students. Subsequently, this innovative curriculum was implemented among middle school students, and their Computational Thinking (CT) competence was rigorously evaluated. The findings unequivocally establish that the infusion of design thinking into AI education significantly augmented the CT skills of the participating students. In comparison to the control group, it was discerned that middle school students who underwent AI education integrated with design thinking exhibited a statistically substantial enhancement in their Computational Thinking (CT) proficiencies. This study furnishes compelling empirical evidence that unequivocally endorses design thinking as a potent instructional approach within the domain of AI education, particularly for middle school students. Furthermore, it underscores the necessity of embracing innovative pedagogical methodologies in AI education to equip the younger generation with the indispensable skills to adeptly navigate the perpetually evolving landscape of an AI-driven future.

A MOBILE LEARNING APPLICATION TO FOSTER SUSTAINABLE AGRICULTURE THROUGH HYDROPONICS: DEVELOPMENT AND USABILITY TESTING

This study explores the development and usability testing of a mobile learning application tailored to provide an engaging educational experience in hydroponics for school children aged 12 years and below. The challenges faced by the agricultural education sector in capturing the interest and participation of the younger generation, where conventional methods have often struggled to engage and inspire. Embracing the principles of design thinking, this research seeks to bridge the gap in agriculture education, addressing the unique needs and preferences of younger learners in the digital age. A mobile learning application was developed, designed to combine the principles of hydroponics with interactive digital learning experiences. The design thinking methodology guided the iterative development process, placing a strong emphasis on user-centred design. The usability of the mobile learning application was assessed using the Post-Study System Usability Questionnaire (PSSUQ). Results of the usability testing revealed high levels of usability and user satisfaction among participants. The application's usefulness, user-friendly interface, engaging content, that aligned with educational objectives were among the factors contributing to its positive reception. The mobile learning application serves as a promising solution to enhance agriculture education, making hydroponics an accessible and engaging subject for school children. As a result, this research contributes to the broader goal of fostering sustainable agriculture and environmental consciousness among future generations.

Fostering interest in sustainable development with the Global Goals Design Jam – Testing its effectiveness with a mixed methods design

Global crises require education to stimulate innovative changes towards a more sustainable development. The Global Goals Design Jam, an educational format rooted in the Sustainable Development Goals (SDGs) and guided by design thinking principles, seems to serve as a promising platform for this purpose. The present study posited that participating in a Global Goals Design Jam may serve as an inspiring and motivating introduction to the concept of sustainability and the SDGs. A survey with qualitative and quantitative elements was completed by 381 participants, comprising teachers, college students, upper school students, and middle school students who had taken part in a Global Goals Design Jam. The questionnaire aimed to gauge participants’ levels of intrinsic motivation during the event, their general (whether positive or negative) perception of the event, and their inclination to partake in future Global Goals Design Jams. Moreover, a meta-analysis comprising 17 studies and 37 samples that implemented the German questionnaire ‘Kurzskala intrinsischer Motivation’ (KIM), a short scale measuring intrinsic motivation, was conducted. Results showed that two-thirds of respondents viewed the Global Goals Design Jam positively, with teachers and college students having more positive attitudes than school students. The desire to participate in future Global Goals Design Jams was strongly related to the level of interest/enjoyment and value/usefulness perceived during the event. The average level of intrinsic motivation observed in this study matched the levels reported in other studies. In summary, as an educational format, the Global Goals Design Jam provides an effective entry point into transformative education for sustainable development (ESD). The challenge lies in turning this positive initiation into a long-term commitment that fosters high motivation, positive emotional experiences, and a sense of empowerment to drive meaningful change.

DESIGN THINKING IN THE VISUALIZATION OF ECONOMIC DEVELOPMENT PROJECTS IN THE AGRARIAN SPHERE: SCIENCE AND ART

The article represents an attempt to comprehend the possibilities of applying general methodological principles of design thinking in the process of planning and developing innovative economic development projects in the agricultural sector. The relations of design and visualization as the science and art processes in the economy are outlined. It is noted that smart agriculture uses advanced technologies such as sensors, devices, machines and information technology, robots, GPS technologies, which will allow farms to be more profitable, efficient, safe, and environmentally friendly. The authors claim that the goal of digitalization of agriculture is to achieve a significant increase in the efficiency and sustainability of its functioning through fundamental changes in the quality of management of both technological processes and decision-making processes at all levels of the hierarchy, based on modern production methods, and the further use of information about the state of controlled elements and subsystems, as well as states of the economic environment of agriculture. Based on a study of the use of visualization technologies within the framework of the philosophy of design thinking, it is shown that the introduction of digital technologies in the agro-industrial complex will dramatically increase labor productivity and reduce risks in agriculture. In modern conditions of intense competition, digitalization based on such projects will give the agricultural sector of any country (which is especially important for developing countries) great competitive advantages.

AIR QUALITY TESTING- A DESIGN THINKING APPROACH

This paper introduces a groundbreaking and holistic approach to revolutionize air quality testing by integrating design thinking principles, sensor technology, and the Internet of Things (IoT). Focused on addressing the critical challenge of air pollution, this research advocates for the development of user-centric, cost-effective, and scalable solutions for air quality monitoring. The design thinking process is comprehensively examined, covering crucial stages such as problem identification, ideation, prototype development, and user feedback. A central theme of this approach is the active involvement of stakeholders and cross- disciplinary collaboration, which ensures the creation of innovative and practical solutions. Real-world case studies underscore the tangible implications of this approach, emphasizing successful outcomes, including the development of affordable air quality monitoring devices and systems. Sensors and IoT technologies play pivotal roles in enabling real-time data collection, remote monitoring, and seamless integration with urban management systems, thereby contributing to enhanced environmental sustainability and public health. Additionally, this paper discusses the potential for adaptive air quality management strategies, wherein the data generated by these innovative monitoring systems can inform immediate response measures and long-term policy decisions. The adaptability and scalability of the proposed approach make it a valuable tool for addressing not only the challenges of today but also those of the future, such as climate change and evolving pollution sources.

Mitigating methanol: how a deadly plant became a beloved resource

Learning outcomes The learning outcomes of this study are to estimate the complexities associated with the management of a novel business idea in the context of emerging markets; to demonstrate an understanding of entrepreneurial action and strategic adaptation under various challenges of the business world; to apply the principles of design thinking and innovation to analyze the sustainability of a social enterprise; and to evaluate the pros and cons of different strategic options and provide viable recommendations for future development. Case overview/synopsis Many riverine communities in Nigeria battled water hyacinth spread for decades, until Achenyo Idachaba-Obaro contributed her time, creativity and innovation to resolve the issue. She sacrificed her successful computer science career in the USA to launch her social enterprise, MitiMeth. The startup aimed to resolve the unaddressed environmental problems of her home country and to provide a decent living to the vulnerable community of indigenous artisans. This case study discusses Idachaba-Obaro’s efforts in researching the alternative usages of the water hyacinth weed under the condition of a limited availability of resources. Considering Nigeria’s creative arts culture and dismal socioeconomic conditions, she chose to weave the weed into handmade artifacts by educating herself and training local artisans to manufacture and sell handicrafts in the market. To receive financial support and attract environmentally conscious customers, Idachaba-Obaro had to participate in funding competitions, regularly attend exhibitions and partner with private entities, nongovernmental organizations (NGOs) and government authorities. This case study further elaborates on multiple hindrances associated with female entrepreneurial activities in a conservative Nigerian society characterized by marginalization, social stigma and gender-based stereotypes. Despite many challenges ensuing from a limited market access in rural areas, high unemployment rates and low levels of disposable incomes in the country, MitiMeth ambitioned to maintain its culture of creativity and innovation. The team regularly studied materials used and conducted brainstorming sessions with artisans to launch new items, improve existing products and incorporate needed alterations based on customer feedback and special demands. MitiMeth made its notable contribution toward the achievement of several sustainable development goals, while striving to continuously increase remittances to working artisans. Recently, the company was challenged by the vertiginous technological advancements of the digital era, as many businesses around the globe used machines to upscale their operations. Idachaba-Obaro pondered whether she should use technology in product manufacturing processes or focus on her commitment to provide a livelihood to local artisans and preserve the authentic look-and-feel of handmade crafts. Complexity academic level This case study is for an upper-level undergraduate audience. Supplementary material Teaching notes are available for educators only. Subject code CCS 3: Entrepreneurship.

Design Thinking as Pedagogy in Practice

Design Thinking is gaining considerable attention across various domains including education; however its use in Executive Education has not been documented much in the literature to date. By integrating Design Thinking principles and methodologies into the curriculum for Executive learners, we highlight the benefits and outcomes of using Design Thinking as a pedagogical approach. This study explores the effective application of Design Thinking as pedagogy in two modules of an Executive MBA programme at Newcastle University Business School. Through a combination of blended learning materials and experiential, collaborative projects with client organizations, we set out how learners were immersed in a human-centred problem-solving process, developing creativity, empathy, and the ability to identify innovative solutions to complex business challenges. The study presents data gathered from client feedback and learners' reflective assessments, demonstrating the effectiveness and impact of Design Thinking as pedagogy. The integration of Design Thinking principles empowered learners to feel able to lead change initiatives within their organizations in their respective discipline areas effectively. This study contributes to the literature on effective educational approaches in Executive Education, emphasizing the potential of Design Thinking as pedagogy in practice to equip learners with the skills and mindsets necessary for driving organizational innovation and sustainability.

Addressing the Barriers to Design-Thinking Driven Problem Solving in Higher Education

The Higher Education structure was believed to be established to protect itself from either internally or externally motivated change. As time has progressed, ‘change’ has begun to trickle into Higher Education Institutions, with the belief that individuals with characteristics synonymous with ‘innovators’ have spurred change in this space. For Design Thinking to become the primary mode for problem-solving in relation to curriculum and learning design, we must first understand current staff members’ experiences of making changes within Higher Education, and identify the behaviours, attitudes and structural processes involved in making change. This paper will address the following research questions: Through understanding the barriers to making change currently experienced by Higher Educations staff, what can we do to create an environment where the principles of Design and Design Thinking can be fully embraced by members of the Higher Education community? This paper presents the findings from a qualitative research project conducted by the authors, where 32 members of staff in a selected Higher Education Institution were interviewed to understand their experiences of making changes to their teaching and working practices. Emphasis is placed on understanding the barriers to making change, namely: the embedded conservatism in Higher Education and associated fear of change; committee structures; energy; the current institutional understanding of ‘collaboration,’ and; the Institution’s commitment to making change. Drawing on the findings of this research, three actionable insights will be presented which will help Design and Design Thinking methods become embraced in terms of further developing teaching, learning, and working practices in Higher Education.

Where educators can benefit from the wisdom of clowns

There is much discourse around the need for learners to be allowed to make mistakes. This is embedded in established aphorisms such as “It’s OK to make mistakes” or “There is no such thing as a silly question”. Yet, educators themselves are often reluctant to make mistakes or appear uninformed or ‘stupid’ themselves. Conventional forms of teacher education which try to instil these values and practices, are largely unsuccessful, not least because Education is increasingly constructed as a mechanistic operation with clear measurable outcomes (Nørgård, Toft-Nielsen and Whitton, 2017) and any pedagogy which deviates from this, creates risk of failure. Into this space Design Thinking is introduced, underpinned by creative and innovative, human-centred and empathetic approaches which encourage the abandonment of preconceptions, promote improvisation and experimentation, challenge assumptions and reframe the issues at hand. The less conventional approach proposed here suggests that teachers can become more able to accept their fallibility and be familiar with risk and failure, through observing and identifying with, a profession whose success is predicated on failure, that of the clown. This article proposes that many of the principles of Design Thinking are second nature to clowns. Through inspection of the principles and practices of clowns, their applicability in the pedagogical domain is emphasised, allowing the recommendation to be made that educators should observe the performances of professional clowns and through this, learn to embody a little of the ‘clown spirit’ allowing them to be more amenable to failure, fallibility and not-knowing.

Classics by Design: H of H Playbook and The Trojan Women: A Comic in Art and Commerce

This essay investigates the linguistic, artistic, and typographical dimensions of Anne Carson’s H of H Playbook and Trojan Women by Euripides: A Comedy. I argue that graphic design and design-thinking principles provide a useful and unexplored theoretical framework for deciphering these books, given the often-complex relationship in them between image and words, and sometimes even words presented in different typeface and handwriting. Carson worked in graphic design for a time, and as a poet, words – and metaphor, specifically – are her primary design tool. Language works in tandem with image and form to create broader artistic meaning.