A Cross-Disciplines and Cross-Sector Mixed-Methods Examination of Design Thinking Practices and Outcome

Autor/inn/en	Lake, Danielle; Flannery, Kathleen; Kearns, Morgan
Titel	A Cross-Disciplines and Cross-Sector Mixed-Methods Examination of Design Thinking Practices and Outcome
Quelle	In: Innovative Higher Education, 46 (2021) 3, S.337-356 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lake, Danielle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-5627
DOI	10.1007/s10755-020-09539-1
Schlagwörter	Interdisciplinary Approach; Design; Higher Education; College Faculty; Outcomes of Education; Courses; Liberal Arts; Educational Practices; Teaching Methods; Listening; Student Projects; Active Learning; Cooperative Learning; Trust (Psychology) + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Lernleistung; Schulerfolg; Kursangebot; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Hörvorgang; Zuhören; Schulprojekt; Aktives Lernen; Kooperatives Lernen
Abstract	This mixed method study investigated design thinking (DT) practices and outcomes from across disciplinary frameworks within one institution of higher education. Building upon prior DT studies, it examined three interlocking research questions: What DT practices are being implemented across the curriculum? What kinds of outcomes do faculty observe? What are the significant relationships between particular practices and observed outcomes? Thirty-five courses were examined via a faculty survey adapted from Liedtka and Bahr (2019), and a semi-structured interview created by Lake, Ricco, and Whipps (2018). In alignment with liberal arts educational practices, the most frequently utilized DT practices included working in teams that recognize diverse contributions and engaging in active listening in order to find shared meaning. Consistent with expectations for project- and team-based courses, faculty felt such practices yielded valued outcomes, concluding DT practices built trust across teams and increased the quality of solutions. Relationships between practices and outcomes revealed the utilization of more ethnographic tools was associated with a lower frequency of expanding relationships and resources, and that a greater focus on design criteria to find an ideal solution hampered efforts towards trust building. These findings suggest DT requires time and trust which can be constrained by the imposed deadlines of semester-based projects. The survey and interviews pointed to both similarities and differences between disciplines in DT practices. Future research investigating design thinking pedagogy should include faculty, students, and stakeholders with multiple touchpoints for assessment to identify learning experiences that build change-making capacities and yield genuinely valuable and viable real world projects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01