Dual Nature of Designer’s Attitudes Toward Design-Led Innovation

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Kazaru YAEGASHI ◽  
Takuo ANDO
Keyword(s):  
Problem Solving ◽  
Conceptual Framework ◽  
Design Thinking ◽  
The Other ◽  
Exploratory Research ◽  
Creative Problem Solving ◽  
Human Centered Design ◽  
Dual Nature ◽  
Creative Problem ◽  
State Of Affairs

These Design has become important to corporate competitiveness. Studies on design have paid much attention to innovation (Von Stamm, 2003; Utterback et al., 2006). A growing number of scholars see the design as the driver of the innovation, and two key ideas has gathering attention. One is the concept of “HCD (Human-Centered-Design)” and “Design Thinking” (Brown, 2008, Martin, 2009), and the other is the concept of “DDI (Design-Driven Innovation)” (Verganti, 2009). However, there is tension between two deterministic views of design-led innovation. On one hand, design is seen as a creative problem-solving activity that works towards a desired state of affairs that can be determined in advance. On the other hand, design is seen as exploratory research through which an understanding of an issue or problem emerges. This paper investigates the contribution of the designer’s attitude relating to problem-solving/exploratory research, and provides conceptual framework that explain relations between dual nature of designer’s attitude and design-led innovation.

scholarly journals Frameworks for innovation, collaboration, and change: Value creation wheel, design thinking, creative problem‐solving, and lean

2020 ◽  
Vol 29 (2) ◽  
pp. 195-213
Author(s):  
Luis F. Lages ◽  
Antonin Ricard ◽  
Aurélie Hemonnet‐Goujot ◽  
Anne‐Marie Guerin
Keyword(s):  
Problem Solving ◽  
Value Creation ◽  
Design Thinking ◽  
Creative Problem Solving ◽  
Creative Problem

scholarly journals ’n Verkennende studie met die oog op die identifisering en kategorisering van leerteorieë met verwysing na die prediking

1994 ◽  
Vol 50 (3) ◽  
Author(s):  
C. M. Van den Berg ◽  
T. F.J. Dreyer
Keyword(s):  
Social Sciences ◽  
Problem Solving ◽  
Learning Process ◽  
Well Being ◽  
The Other ◽  
Creative Problem Solving ◽  
The Social ◽  
Creative Problem ◽  
To Come ◽  
The Church

An introductory study to identify and classify theories of learning with regard to the task of preaching Learning is a lifelong process in which man must be what he can be, namely a being interacting with his world in a creative problem-solving manner for the well-being of himself and others. In a similar sense the church has always seen her task in preaching, supported by all the other domains of churchlife, as that of teaching people to come to terms with the gospel of Jesus Christ in their daily existence. This article proposes to identify, categorize and integrate the acknowledged theories underlying the learning process, as they exist in the social sciences, into an allencompassing model for learning; a model from which conclusions are drawn in the hope that further studies can spell out the implications of these conclusions as they are applicable to the task of preaching within the church.

Imagination Into Action: A School–University Collaboration With a Design Thinking Imperative

2020 ◽  
pp. 155545892097544
Author(s):  
William L. Sterrett ◽  
Sabrina Hill-Black ◽  
John B. Nash
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
Design Thinking ◽  
Creative Problem Solving ◽  
Planning Team ◽  
Urban Middle School ◽  
Collaborative Environment ◽  
Creative Problem

An urban middle school goes through the transformation of becoming a university-supported lab school. Drawing upon design thinking principles, the planning team cultivates a sense of shared empathy, creative problem-solving, and an ethos of curiosity and learning in a collaborative environment.

A Crisis in Space — A Futuristic Simulation Using Creative Problem Solving

1992 ◽  
Vol 15 (6) ◽  
pp. 52-53 ◽  
Author(s):  
Linda Clode
Keyword(s):  
Problem Solving ◽  
The Other ◽  
Creative Problem Solving ◽  
Creative Problem ◽  
The Moment

The architect looked solemnly out on the assembled voyagers. “The crack in the ship seems to be stabilized for the moment,” she said. “Our biggest concern is the loss of oxygen tanks which floated out through the crack on impact. Our emergency supplies should last until morning when I hope to have the area redesigned so that we can land to resupply.” The Commander gravely acknowledged her report and called on the rest of the group for comments before moving to the problems of the other members of his team.

Twelve tips to stimulate creative problem-solving with design thinking

2020 ◽  
pp. 1-8
Author(s):  
Michael D. Wolcott ◽  
Jacqueline E. McLaughlin ◽  
Devin K. Hubbard ◽  
Traci R. Rider ◽  
Kelly Umstead
Keyword(s):  
Problem Solving ◽  
Design Thinking ◽  
Creative Problem Solving ◽  
Creative Problem

Design Thinking in Higher Education

2016 ◽  
pp. 306-328 ◽  
Author(s):  
Julia von Thienen ◽  
Adam Royalty ◽  
Christoph Meinel
Keyword(s):  
Problem Solving ◽  
Design Thinking ◽  
Empirical Studies ◽  
Problem Based Learning ◽  
Creative Problem Solving ◽  
Educational Approach ◽  
Problem Solving Skills ◽  
Work Spaces ◽  
Creative Problem ◽  
Problem Solving Process

This chapter introduces design thinking as an educational approach to enhance creative problem-solving skills. It is a problem-based learning paradigm that builds on three pillars: A creative problem solving process, creative work-spaces and collaboration in multi-perspective teams. This chapter discusses central elements of design thinking education and contrasts the approach to conventional education as well as other problem-based learning paradigms. In particular, design thinking classes harness a unique “look and feel” and “verve” to help students acquire and experience creative mastery. Furthermore, the chapter overviews empirical studies on design thinking education. Four studies are described in more detail: Experiments on the three pillars of design thinking and one case study where a university class curriculum has been changed to a design thinking paradigm. Finally, the chapter provides resources for readers who want to learn more about design thinking education.

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