Recasting the Door: An Applied Design Thinking Skill Building Exercise

2019 ◽  
Vol 5 (3) ◽  
pp. 218-230
Author(s):  
April J. Spivack
Keyword(s):  
Undergraduate Students ◽  
Design Thinking ◽  
Idea Generation ◽  
Thinking Skill ◽  
Art Installation ◽  
Creative Art ◽  
Creative Problem ◽  
Applied Design ◽  
Idea Evaluation ◽  
Skill Building

Skills in creativity are needed to meet the needs of today’s organizations, and design thinking is a process that one can learn to become more creative. Yet the diminishing exposure to and pursuit of humanities courses, which have traditionally developed these skills, has put pressure on business schools to fill the gap. This experiential learning exercise, Recasting the Door, is directed toward undergraduate students and presents an opportunity for students to develop and practice design thinking and creative problem solving, especially when situated in a course on creativity or innovation. In this exercise, students work in teams to develop a creative art installation that physically transforms the instructor’s office door symbolically or metaphorically to serve a new purpose. Using an open-ended design brief, students use idea generation, idea evaluation, prototyping, and collaboration to develop a human-centered solution. Then they critique their own and other teams’ installations.

Creative Thinking Processes: Managing Innovative Efforts

2019 ◽  
Author(s):  
Michael D. Mumford ◽  
Robert Martin ◽  
Samantha N. Elliott
Keyword(s):  
Problem Solving ◽  
Creative Thinking ◽  
Idea Generation ◽  
Problem Definition ◽  
Conceptual Combination ◽  
Creative Problem Solving ◽  
Implementation Planning ◽  
Adaptive Monitoring ◽  
Creative Problem ◽  
Idea Evaluation

Creative thinking is the basis for innovation in firms. And the need for strategy-relevant innovations has generated a new concern with how people go about solving the kinds of problems that call for creative thought. Although many variables influence people’s ability to provide creative problem solutions, it is assumed the ways in which people work with or process knowledge provides the basis for successful creative problem-solving efforts. Additionally, there has been evidence bearing on the processing activities that contribute to creative problem solving. It is noted that at least eight distinct processing activities are involved in most incidents of creative problem solving: (1) problem definition, (2) information gathering, (3) concept selection, (4) conceptual combination, (5) idea generation, (6) idea evaluation, (7) implementation planning, and (8) adaptive monitoring. There are strategies people employ in effective execution of each of these processes, along with contextual variables that contribute to, or inhibit, effective process execution. Subsequently, there are key variables that operate in the workplace that contribute to, or inhibit, effective execution of these processing operations. These observations, of course, lead to implications for management of innovative efforts in firms.

scholarly journals Gender Differences in the Distribution of Creativity Scores: Domain-Specific Patterns in Divergent Thinking and Creative Problem Solving

2021 ◽  
Vol 12 ◽  
Author(s):  
Wu-jing He ◽  
Wan-chi Wong
Keyword(s):  
Gender Differences ◽  
Problem Solving ◽  
Undergraduate Students ◽  
Divergent Thinking ◽  
Idea Generation ◽  
Creative Problem Solving ◽  
Score Distribution ◽  
Domain Specific ◽  
Creative Problem ◽  
Gendered Patterns

The present study examined gender differences in the distribution of creative abilities through the lens of the greater male variability hypothesis, which postulated that men showed greater interindividual variability than women in both physical and psychological attributes (Ellis, 1894/1934). Two hundred and six (51.9% female) undergraduate students in Hong Kong completed two creativity measures that evaluated different aspects of creativity, including: (a) a divergent thinking test that aimed to assess idea generation and (b) a creative problem-solving test that aimed to assess restructuring ability. The present findings extended the research of greater male variability in creativity by showing that men generally exhibited greater variance than women in the overall distribution of the creativity scores in both divergent thinking and creative problem solving, despite trivial gender differences in mean scores. The findings further enriched the discourse of the greater male variability hypothesis by showing interesting domain-specific gendered patterns: (1) greater male variability was more likely to occur in figural forms of creativity, with larger effect sizes, when compared to the variability in verbal forms of creativity; and (2) mixed gendered patterns were found in the upper tails of the creativity score distribution with respect to the verbal domain but not the figural one, despite greater male representation being consistently observed in the lower tail of the distribution. Possible underlying mechanisms and implications were discussed.

scholarly journals Fostering University Students’ Idea Generation and Idea Evaluation Skills With a Cognitive-Based Creativity Training

2020 ◽  
Vol 7 (2) ◽  
pp. 284-308
Author(s):  
Kim van Broekhoven ◽  
Barbara Belfi ◽  
Ian Hocking ◽  
Rolf van der Velden
Keyword(s):  
Undergraduate Students ◽  
Repeated Measures ◽  
Idea Generation ◽  
Future Research ◽  
Control Group ◽  
Experimental Conditions ◽  
Creativity Training ◽  
Subject Design ◽  
Post Test ◽  
Idea Evaluation

Abstract This paper examines the effectiveness of a 10-hour cognitive-based creativity training on idea generation and idea evaluation among 51 undergraduate students (mean age 22) from a large university in the Netherlands. A pre-post-test within-subject design was conducted. All 51 students received the training as part of their bachelor program, and were assigned to receive the training in the first or second semester. As such, students participated in both experimental conditions (control and intervention), albeit at different times (within-subject design). The Alternative Uses Task (AUT) and specially designed idea evaluation tasks were used before and after the training. In the idea evaluation task, students were asked to evaluate ideas on their originality and feasibility. Their ratings were compared with content experts’ ratings. General Linear Models (GLM) for repeated measures were conducted to determine whether any change in idea generation and idea evaluation is the result of the interaction between type of treatment (i.e. intervention or control group) and time (pre- and post-test). The results indicated that students did not generate significantly more (i.e. fluency) and different kind of ideas (i.e. flexibility) after training. Most importantly, in line with recent research, the results suggested that training does not impact idea evaluation skills among students. This suggests that idea evaluation might be a more complex process to enhance than idea generation. The implications of these results for educational practice and future research are discussed.

Inclusion by Design: A 75-Minute Crash Course on Accessible Design

2020 ◽  
Vol 64 (1) ◽  
pp. 831-835
Author(s):  
Julian Brinkley ◽  
Earl W. Huff
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Visually Impaired ◽  
Design Thinking ◽  
Inclusive Design ◽  
Graduate Course ◽  
Persons With Disabilities ◽  
Creative Problem ◽  
Community Of Researchers ◽  
Minute Session

The community of researchers supporting instruction on design thinking has a significant body of materials to help students understand and master the process of creative problem solving in design. Missing, we argue are materials and processes which directly support the design of inclusive technologies for persons with disabilities. We present ‘Inclusion by Design’, an interactive and participative crash course designed to introduce students to techniques that may be useful in an inclusive design process. In a single 75-minute session, students explore the inclusive design of a transportation technology for a visually impaired persona. We report on our findings from a single pilot of the crash course involving six diverse students within a graduate course on Inclusive Design. Our findings suggest that the course may be effective in introducing techniques like storyboarding, scenario creation, and low fidelity prototyping to students using an approach that may be effective for various learning styles.

Neue Geschäftsmodelle in der Life Science Industrie durch einen ganzheitlichen Innovationsprozess

2021 ◽  
Vol 62 (1) ◽  
pp. 17-29
Author(s):  
Ouelid Ouyeder ◽  
Julia Hitzbleck ◽  
Henning Trill
Keyword(s):  
Business Models ◽  
Design Thinking ◽  
Life Science ◽  
Real Life ◽  
Idea Generation ◽  
Innovation Process ◽  
Innovation Activities ◽  
New Business ◽  
End To End ◽  
Lean Startup

Abstract The aim of this paper is to introduce an end-to-end development process for non-biomedical innovation and new business models of a Life Science company that integrates different methods such as Design Thinking, Lean Startup, Agility and others within one framework. Since 2016 this innovation process is an essential part of the internal Employee Innovation program and proves its applicability in a real-life setting. Projects teams develop and implement their new digital business models successfully by taking the introduced innovation process as guideline. This process enables the Life Science organization to run two global entrepreneurship programs (Catalyst Fund and Catalyst Box) that foster customer focus with fast and evidence-based experimentation. The article encompasses a real-life case study out of the Catalyst Fund program about the Farm Advisory Team from India. By using this example each phase of the innovation process is described schematically. Idea generation is easy-to-apply, but the implementation of ideas is one of the biggest challenges in larger corporations. The proposed end-to-end innovation process connects the dots of different innovation methods and provides guidance to company decision makers and project teams in order to structure their business model innovation activities/strategy and discussions. Zusammenfassung Das Ziel dieses Beitrags ist es, einen durchgängigen Innovationsprozess für nicht-biomedizinische Lösungen und Geschäftsmodelle eines Life-Science-Unternehmens vorzustellen, der verschiedene Methoden wie Design Thinking, Lean Startup, Agilität und andere innerhalb eines Gestaltungsrahmens integriert. Seit 2016 ist der Innovationsprozess ist ein wesentlicher Bestandteil des internen Employee Innovation Programms und beweist seine Anwendbarkeit in einem realen Umfeld. Projektteams entwickeln und implementieren ihre neuen digitalen Geschäftsmodelle erfolgreich, indem sie den vorgestellten Innovationsprozess als Leitfaden nutzen. Dieser Prozess ermöglicht es dem Life-Science-Unternehmen, zwei globale Entrepreneurship-Programme (Catalyst Fund und Catalyst Box) durchzuführen, die den Kundenfokus mit schnellen und evidenzbasierten Experimenten fördern. Der Artikel umfasst eine reale Fallstudie aus dem Catalyst Fund Programm über das Farm Advisory Team aus Indien. Anhand dieses Beispiels wird jede Phase des Innovationsprozesses schematisch beschrieben. Die Ideengenerierung ist leicht anwendbar, aber die Umsetzung von Ideen ist eine der größten Herausforderungen in größeren Unternehmen. Der vorgeschlagene End-to-End-Innovationsprozess integriert die verschiedenen Innovationsmethoden und bietet Entscheidungsträgern und Projektteams in Unternehmen eine Anleitung, um ihre Aktivitäten bzw. Strategie und Diskussionen zur Geschäftsmodellinnovation zu strukturieren.

scholarly journals Teaching Idea Generation to Undergraduate Students Within the Time Constraints of a Capstone Course

2015 ◽  
Author(s):  
Shraddha Sangelkar ◽  
Charlotte de Vries ◽  
Omar Ashour ◽  
William Lasher
Keyword(s):  
Undergraduate Students ◽  
Idea Generation ◽  
Time Constraints ◽  
Capstone Course

Innovation per DiEM: Design in Emergency Medicine, A Longitudinal Medical School Design Curriculum

2019 ◽  
Author(s):  
Xiao Chi Zhang ◽  
Bon Ku ◽  
Robert Pugliese ◽  
Dimitrios Papanagnou ◽  
Mark Tykocinski ◽  
...  
Keyword(s):  
Design Thinking ◽  
Training Session ◽  
Idea Generation ◽  
School Design ◽  
Self Evaluation ◽  
Medical College ◽  
Future Goals ◽  
Student Teams ◽  
Project Deliverables ◽  
Faculty Mentors

Abstract Background The use of design principles in tackling complex health issues is gaining significant traction. Medical education must evolve to prepare future clinicians on design thinking methods. Method Twenty second-year medical students and seven EM faculty mentors from the Sidney Kimmel Medical College were enrolled in eight, 3-hour experiential design didactic sessions in 2017-18. Student teams were matched with EM physician-mentors to apply design thinking methods to specific ED problems. Didactic content included: 1) empathy building; 2) idea generation; 3) prototyping; 4) testing; 5) the user experience; 6) service design; 7) business canvas planning; 8) idea presentation. The curriculum was developed based the Kolb’s cycle, constructivist framework and Stanford d.school design thinking and students were evaluated using the Kirkpatrick Model through self-evaluation, group presentations, and project deliverables. Results Quantitative evaluation of the simulated training session was extracted through an 11-item questionnaire using a 5-point Likert scale. Overall responses were positive. Both students and faculty reported that participation in the curriculum was a valuable experience and provided deeper insight into applying design in healthcare. Areas of improvement included requests for longitudinal feedback, diverse collaborative efforts, and practical design workshops. The majority of learners recommended this curriculum to future learners. Conclusion Innovation per DiEM is a unique design curriculum that focuses on EM challenges with active EM clinician mentorship. Future goals include developing longitudinal evaluation and broadening healthcare challenges beyond the context of the ED.

‘Growing Oak Trees' - Education for Sustainable Design

2014 ◽  
pp. 584-604
Author(s):  
Adam de Eyto
Keyword(s):  
Undergraduate Students ◽  
Best Practice ◽  
Design Thinking ◽  
Sustainable Design ◽  
Continuing Professional Development ◽  
Study Groups ◽  
Design Development ◽  
Medium Enterprise ◽  
Institute Of Technology

Designers and engineers seem finally to be awakening to the challenge that sustainable development presents. Educators and students alike are keenly aware of the need to become more effective in the training and practice of their specific disciplines with respect to sustainability (Mulder, Segalas-Coral, & Ferrer- Balas, 2010). This chapter illustrates and animates a number of critical themes in education for sustainable design that have been developed within the Irish context. However, these are scalable within the international context for training and ‘up skilling' of product designers, engineers and other design professionals. The chapter focuses on the co-design, development, validation and piloting over two years of a CPD (Continuing Professional Development) course for Design Professionals in Sustainable Design. The research outlined in this work also qualitatively assesses appropriate models for educating for sustainable design thinking with design professionals, small to medium enterprise (SME) employees and undergraduate design students. The educational methodologies that were developed were evaluated over an eight year period with case study groups including: Industrial and Product Design undergraduate students at the Institute of Technology, Carlow (IT Carlow) and Professional designers taking the SDI (Sustainable Design Innovation) Certificate at IT Carlow. A parallel program (Winnovate) which aimed to up skill SME's in the South East of Ireland was also developed as a separate case study. All the case studies were benchmarked against initiatives in the Netherlands, Germany, Spain, Wales and Australia as well as collaboration with the University of Limerick, Ireland as a means of establishing current best practice.

Modeling a cocreative process: The contributions of design and management

2019 ◽  
Vol 34 (3) ◽  
pp. 111-137 ◽  
Author(s):  
Maud Dampérat ◽  
Florence Jeannot ◽  
Eline Jongmans ◽  
Alain Jolibert
Keyword(s):  
New Product Development ◽  
Creative Process ◽  
Design Thinking ◽  
Idea Generation ◽  
Mediating Role ◽  
New Product Development Teams ◽  
Development Teams ◽  
Three Stages ◽  
Individual Variables

This research focuses on the understanding of a team creative process (or co-creative process) by adding design and management inputs to the marketing approach. It proposes and empirically tests a co-creative process based on the three stages of the design thinking method: (1) need definition, (2) idea generation, and (3) solution prototyping. This model also includes the influence of individual variables –empathy, domain-relevant familiarity, and task involvement –at different stages of the co-creative process. The results validate the mediating role of idea generation between need definition and solution prototyping and the influence of the selected individual variables. The predictive validity of the co-creative process has been tested via the evaluation of the solution by experts. Several actions are proposed at each stage of the co-creative process to enable organizations to stimulate the creativity of their new product development teams.

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