An increasing number of universities offer user-centric innovation courses based on the principles of design thinking. Lecturers combine a plethora of design thinking elements in design thinking course syllabi and thereby adopt teaching styles that range from autonomy-supportive to structured. Using a balance between these two teaching styles seems most suitable to optimally engage students and provide guidance through the innovation process. To develop a syllabus for innovation courses, we draw on best practices currently being undertaken in universities worldwide and examine 11 design thinking syllabi from different departments (Engineering, Design, Business, and Information Systems). We identify 17 common and 18 unique elements of design thinking courses and related course materials. Based on our results, we propose a design thinking syllabus that includes suggestions for course objectives, course setup, assignment design, and team composition using a balance between autonomous-support and structural teaching styles.

Teaching Innovation in Interdisciplinary Environments: Toward a Design Thinking Syllabus / Wiesche, Manuel; Leifer, Larry; Uebernickel, Falk; Lang, Michael; Byler, Eric; Feldmann, Niels; Pablo Garcia-Cifuentes, Juan; Höltää-Otto, Katja; Kelly, Kevin; Satzger, Gerhard; Suzuki, Sushi; Thong, Christine; Vignoli, Matteo; Krcmar, Helmut. - 2018:(2018), pp. 1-16. (Intervento presentato al convegno International Conference on Information Systems Education and Research tenutosi a San Francisco, California nel December 12-13, 2018).

Teaching Innovation in Interdisciplinary Environments: Toward a Design Thinking Syllabus

Matteo Vignoli
Membro del Collaboration Group
;
2018

Abstract

An increasing number of universities offer user-centric innovation courses based on the principles of design thinking. Lecturers combine a plethora of design thinking elements in design thinking course syllabi and thereby adopt teaching styles that range from autonomy-supportive to structured. Using a balance between these two teaching styles seems most suitable to optimally engage students and provide guidance through the innovation process. To develop a syllabus for innovation courses, we draw on best practices currently being undertaken in universities worldwide and examine 11 design thinking syllabi from different departments (Engineering, Design, Business, and Information Systems). We identify 17 common and 18 unique elements of design thinking courses and related course materials. Based on our results, we propose a design thinking syllabus that includes suggestions for course objectives, course setup, assignment design, and team composition using a balance between autonomous-support and structural teaching styles.
2018
International Conference on Information Systems Education and Research
San Francisco, California
December 12-13, 2018
2018
1
16
Wiesche, Manuel; Leifer, Larry; Uebernickel, Falk; Lang, Michael; Byler, Eric; Feldmann, Niels; Pablo Garcia-Cifuentes, Juan; Höltää-Otto, Katja; Kelly, Kevin; Satzger, Gerhard; Suzuki, Sushi; Thong, Christine; Vignoli, Matteo; Krcmar, Helmut
Teaching Innovation in Interdisciplinary Environments: Toward a Design Thinking Syllabus / Wiesche, Manuel; Leifer, Larry; Uebernickel, Falk; Lang, Michael; Byler, Eric; Feldmann, Niels; Pablo Garcia-Cifuentes, Juan; Höltää-Otto, Katja; Kelly, Kevin; Satzger, Gerhard; Suzuki, Sushi; Thong, Christine; Vignoli, Matteo; Krcmar, Helmut. - 2018:(2018), pp. 1-16. (Intervento presentato al convegno International Conference on Information Systems Education and Research tenutosi a San Francisco, California nel December 12-13, 2018).
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11380/1169014
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