The influence of design thinking tools on NGO accountability

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Lediaa ANDRAWES ◽  
Gerda GEMSER ◽  
Adela MCMURRAY
Keyword(s):  
Design Thinking ◽  
Research Study ◽  
Decision Makers ◽  
Sense Making ◽  
Structured Interviews ◽  
Participatory Action ◽  
Complex Information ◽  
Felt Accountability ◽  
Diverse Groups ◽  
Thinking Tools

There is continued criticism regarding the over-reliance on donor-centred accountability mechanisms in aid projects. Conversely, there is increasing interest in Design Thinking as an approach to support greater beneficiary-centred accountability. Accountability can be conceptualised as ‘felt’ virtue which privileges internal motivations of decision-makers; and as ‘imposed’ mechanism which privileges externally enforced structures on decision-makers. However, there is limited understanding about whether Design Thinking tools can influence the accountability of decision-makers. This participatory action research study utilised semi-structured interviews and observations. The analysis revealed decision-makers perceived two tools, being Personas and Journey Maps, as having influenced their ‘felt’ accountability. Suggestions on how the tools may be contributing to the ‘felt’ accountability of decision-makers include: building a shared picture among diverse groups, humanising complex information, grounding discussions in realities, and deepening empathy. This study contributes to extant literature by showing that Design Thinking can enhance, decision-makers’ ‘felt’ accountability through new sense-making practices and tools.

scholarly journals Making Pedagogic Sense of Design Thinking in the Higher Education Context

2019 ◽  
Vol 1 (1) ◽  
pp. 91-105
Author(s):  
Gnanaharsha Beligatamulla ◽  
Janice Rieger ◽  
Jill Franz ◽  
Megan Strickfaden
Keyword(s):  
Higher Education ◽  
Interpretative Phenomenological Analysis ◽  
Common Ground ◽  
Design Thinking ◽  
Teaching Experience ◽  
Sense Making ◽  
Structured Interviews ◽  
Disciplinary Boundaries ◽  
Years Of Teaching Experience ◽  
Capability Building

AbstractThis paper explores the educator experience and sense-making of design thinking pedagogy in the higher education context. Design thinking has become a pedagogical phenomenon in higher education due to its widespread relevance across many disciplines. Some studies discuss design thinking as a pedagogy in the educational context; however, there is a lack of empirical research to understand the educator perspective on design thinking pedagogy. Three design thinking educators who have had more than fifteen years of teaching experience were interviewed to explore their experiences. The data from these individual in-depth, semi-structured interviews were analysed employing Interpretative Phenomenological Analysis (IPA). One super-ordinate theme; capability building for everyone, and four subordinate themes; developing a participatory approach towards world issues; developing an open, explorative attitude; developing creative ability; and developing an ethical mindset were identified. From these findings, the paper argues that design thinking educators have the basis for a pedagogical rationale that transcends disciplinary boundaries and provides common ground for collaboration and on-going development of design thinking pedagogy as an emerging field in education.

scholarly journals Crowdsourced Knowledge in Organizational Decision Making

Knowledge ◽  
2022 ◽  
Vol 2 (1) ◽  
pp. 26-40
Author(s):  
Stephen L. Dorton ◽  
Samantha B. Harper ◽  
LeeAnn R. Maryeski ◽  
Lillian K. E. Asiala
Keyword(s):  
Decision Making ◽  
Mental Model ◽  
Design Thinking ◽  
Rhetorical Analysis ◽  
Decision Makers ◽  
Organizational Decision Making ◽  
Types Of Knowledge ◽  
Survey Responses ◽  
Diverse Groups ◽  
Professional Disciplines

Inefficiencies naturally form as organizations grow in size and complexity. The knowledge required to address these inefficiencies is often stove-piped across different organizational silos, geographic locations, and professional disciplines. Crowdsourcing provides a way to tap into the knowledge and experiences of diverse groups of people to rapidly identify and more effectively solve inefficiencies. We developed a prototype crowdsourcing system based on design thinking practices to allow employees to build a shared mental model and work collaboratively to identify, characterize, and rank inefficiencies, as well as to develop possible solutions. We conducted a study to assess how presenting crowdsourced knowledge (votes/preferences, supporting argumentation, etc.) from employees affected organizational Decision Makers (DMs). In spite of predictions that crowdsourced knowledge would influence their decisions, presenting this knowledge to DMs had no significant effect on their voting for various solutions. We found significant differences in the mental models of employees and DMs. We offer various explanations for this behavior based on rhetorical analysis and other survey responses from DMs and contributors. We further discuss different theoretical explanations, including the effects of various biases and decision inertia, and potential issues with the types of knowledge elicited and presented to DMs.

HOW STUDENTS DEFINE THEIR SUCCESS: A RESEARCH STUDY

2020 ◽  
Author(s):  
Max Ullrich ◽  
David S. Strong
Keyword(s):  
Pilot Study ◽  
Engineering Students ◽  
Research Study ◽  
Survey Instrument ◽  
Undergraduate Engineering ◽  
Diversity And Inclusion ◽  
Full Study ◽  
Definition Of Success ◽  
Definition Of ◽  
Diverse Groups

How undergraduate engineering students define their success and plan for their future differs notably amongst students. With a push for greater diversity and inclusion in engineering schools, it is valuable to also better understand the differences in these areas among different students to allow institutions to better serve the needs of these diverse groups.  The purpose of this research study is to explore students’ definition of success both in the present and projecting forward 5 to 10 years, as well as to understand to what level students reflect on, and plan for, the future. The proposed survey instrument for the pilot stage of this research includes 56 closed-ended questions and 3 open-ended questions. Evidence for the validity of the research instrument is established through a mixed-method pilot study. This paper will discuss the survey instrument, the pilot study, and outline plans for the full study.

Location-thinking, value-thinking, and graphical forms: combining analytical frameworks to analyze inferences made by students when interpreting the points and trends on a reaction coordinate diagram

2021 ◽  
Author(s):  
Alexander P. Parobek ◽  
Patrick M. Chaffin ◽  
Marcy H. Towns
Keyword(s):  
Reaction Rate ◽  
Research Study ◽  
Reaction Rates ◽  
Reaction Coordinate ◽  
Structured Interviews ◽  
Chemistry Students ◽  
Qualitative Research Study ◽  
The Impact ◽  
Analytical Frameworks ◽  
Chemical Representations

Reaction coordinate diagrams (RCDs) are chemical representations widely employed to visualize the thermodynamic and kinetic parameters associated with reactions. Previous research has demonstrated a host of misconceptions students adopt when interpreting the perceived information encoded in RCDs. This qualitative research study explores how general chemistry students interpret points and trends on a RCD and how these interpretations impact their inferences regarding the rate of a chemical reaction. Sixteen students participated in semi-structured interviews in which participants were asked to interpret the points and trends along provided RCDs and to compare relative reaction rates between RCDs. Findings derived from this study demonstrate the diversity of graphical reasoning adopted by students, the impact of students’ interpretations of the x-axis of a RCD on the graphical reasoning employed, and the influence of these ideas on inferences made about reaction rate. Informed by analytical frameworks grounded in the resources framework and the actor-oriented model of transfer, implications for instruction are provided with suggestions for how RCDs may be presented to assist students in recognizing the critical information encoded in these diagrams.

scholarly journals Adding value to the use of Health Impact Assessment and social return on investment technologies

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
L Green ◽  
K Ashton ◽  
M Dyakova ◽  
L Parry-Williams
Keyword(s):  
Impact Assessment ◽  
Return On Investment ◽  
Health Impact Assessment ◽  
Grey Literature ◽  
Health Impact ◽  
Social Value ◽  
Decision Makers ◽  
Structured Interviews ◽  
Social Return On Investment ◽  
The Impact

Abstract Health Impact Assessment (HIA) and Social Return on Investment (SROI) are beneficial public health methodologies that assess potential effects on health including social, economic and environmental factors and have synergies in their approaches. This paper explores how HIA and SROI can complement each other to capture and account for the impact and social value of an assessed intervention or policy. A scoping review of academic and grey literature was undertaken to identify case studies published between January 1996 and April 2019 where HIA and SROI methods have been used to complement each other. Semi-structured interviews were carried out with nine international experts from a range of regulatory/legislative contexts to gain a better understanding of past experiences and expertise of both HIA and SROI. A thematic analysis was undertaken on the data collected. The review identified two published reports which outline when HIA and SROI have both been used to assess the same intervention. Interview results suggest that both methods have strengths as standalone processes i.e. HIAs are well-structured in their approach, assessing health in its broadest context and SROI can add value by monetizing social value as well as capturing social/environmental impact. Similarities of the two methods were identified i.e. a strong emphasis on stakeholder engagement and common shared principles. When questioned how the two methods could complement each other in practice, the results indicate the benefits of using HIA to explore initial impact, and as a platform on which to build SROI to monetarize social value. HIA and SROI methodologies have cross-over. The research suggests potential benefits when used in tandem or combining the methods to assess impact and account for health and social value. Innovative work is now being carried out in Wales to understand the implications of this in practice and to understand how the results of the two methods could be used by decision-makers. Key messages HIA and SROI methods can be used in tandem to capture both the health impact and social value of policies and proposed interventions. HIA and SROI when used together can provide valuable information to inform decision makers around the health impact and social value of proposed policies and interventions.

scholarly journals Socio-Educational Factors to Promote Educational Inclusion in Higher Education. A Question of Student Achievement

2021 ◽  
Vol 11 (3) ◽  
pp. 123
Author(s):  
Mª del Mar García-Vita ◽  
Marta Medina-García ◽  
Giselle Paola Polo Amashta ◽  
Lina Higueras-Rodríguez
Keyword(s):  
Higher Education ◽  
Risk Factors ◽  
Academic Achievement ◽  
Direct Impact ◽  
Structured Interviews ◽  
Sexual Diversity ◽  
Educational Perspective ◽  
High Level ◽  
Educational Inclusion ◽  
Diverse Groups

Psychosocial factors have a direct impact on the academic achievement of university students, especially when they belong to diverse human groups. This article shows the results of a project developed in a Colombian university with the aim of finding out the identity traits, situations of discrimination, and risk factors faced by students belonging to diverse groups. The research is qualitative, exploratory, and descriptive, approached from a social and educational perspective. Semi-structured interviews were conducted with 15 students. The high level of identification with the group is visible in stufuigureents with affective-sexual diversity, gender identity and ethnic-cultural diversity, considered to be the most discriminated-against populations. Risks in the labor, educational, social, and family spheres are the most frequent.

Design thinking tools empower teachers to spread CPR training in school. The EL ABC que Salva Vidas program

Resuscitation ◽  
2015 ◽  
Vol 96 ◽  
pp. 84-85
Author(s):  
Clint Jean Louis ◽  
Diego Reyero Diez ◽  
Carlos Beaumont Caminos ◽  
Fermina Beramendi Garciandia ◽  
José Roldan Rámirez ◽  
...  
Keyword(s):  
Design Thinking ◽  
Cpr Training ◽  
Thinking Tools

Impact of the National Policy on Integrative and Complementary Practices on Brazilian Public Homeopathy Services

Homeopathy ◽  
2021 ◽  
Author(s):  
Renata Lemonica ◽  
Karina Pavao Patricio
Keyword(s):  
Research Study ◽  
National Policy ◽  
Exploratory Research ◽  
The South ◽  
Structured Interviews ◽  
Unified Health System ◽  
East Region ◽  
The Face ◽  
Health Demands ◽  
The Impact

Abstract Background Homeopathy has been experiencing a period of expansion in Brazil due to its practical relevance in the face of new global and national health demands, culminating in the launch in 2006 of the National Policy for Integrative and Complementary Practices (NPICP) by the Ministry of Health of Brazil, which standardized and regularized the position of homeopathy within the Brazilian Unified Health System (SUS). Aims To understand the impact of the guidelines proposed by the NPICP on homeopathy services in the SUS, specifically in the south-east region of Brazil, according to the perceptions of their managers. Methods This is a descriptive, exploratory research study with a qualitative approach, conducted in homeopathy services in the south-east region of Brazil, through semi-structured interviews and with data processed using content analysis. Results The data show the importance of the NPICP in regulating and offering homeopathy in the services studied. However, the NPICP's objective of promoting and fully developing integrative and complementary practices has not been achieved because it has failed to translate strategies into actions. Conclusions Though important to the development of homeopathy services in any given location, policies stated in the NPICP were revealed to have limited impact on the implementation and development of new services. Without further legislation, training programs and appropriate budget allocation, new services will be unable to thrive and their users unable to benefit from a more comprehensive approach to healthcare.

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