Erratum: Design Thinking Research

Plattner, Hasso; Meinel, Christoph; Leifer, Larry

doi:10.1007/978-3-319-40382-3_18

Cited by 148 publications

(240 citation statements)

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“…: Gero, 1990;Pahl and Beitz et al, 2007;Suh, 1990) may form such a design research programme, and so may design-thinking methods (e.g. : Brown, 2009;Plattner et al, 2009;Verganti, 2009). …”

Section: Research Methodsologymentioning

confidence: 99%

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Towards precedence that justifies the knowledge claims of design methods

Vermaas¹

2016

11th EAD Conference Proceedings: The Value of Design Research

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Abstract:This paper analyses the relation between the precedence of a design method and the justification of the method. A design method is assumed to advance two knowledge claims concerning its domain of application: that it is an effective means for designing and that it is an efficient means for doing so. It is argued that precedence of a method can justify these knowledge claims under two conditions. The first is that precedence, in addition to descriptions of successful design projects realized with the method, also comprises (i) negative precedence of unsuccessful design projects, and (ii) comparative precedence of design projects carried out with other methods rival to the method concerned. The second condition is that the two knowledge claims of a method can be justified by precedence about only exemplar design tasks that represent the full application domain of the method.

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“…: Gero, 1990;Pahl and Beitz et al, 2007;Suh, 1990) may form such a design research programme, and so may design-thinking methods (e.g. : Brown, 2009;Plattner et al, 2009;Verganti, 2009). …”

Section: Research Methodsologymentioning

confidence: 99%

“…: Verganti, 2009), or methods are described in parallel with giving explanatory successful cases (e.g. : Brown, 2009;Dorst, 2015;Hekkert and Van Dijk, 2011;Plattner et al, 2009). And in this literature the success cases are presented for giving the promise: 'adopt this method, and similar design successes are in your reach.'…”

Section: Introductionmentioning

confidence: 99%

Towards precedence that justifies the knowledge claims of design methods

Vermaas¹

2016

11th EAD Conference Proceedings: The Value of Design Research

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“…The processes of the two methods are shown in Figure 1. This study assumed that the design thinking method [21] could be effectively applied to education and hoped that it could be demonstrated in the experiment. …”

Section: Design Thinkingmentioning

confidence: 99%

Study on the Learning Effectiveness of Stanford Design Thinking in Integrated Design Education

Liu

2018

Sustainability

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Due to industrial demand and the influence of government policies, the number of design colleges and students specializing in design in Taiwan has been increasing year by year. As a result, the topics on design education have gained great attention. To adapt to the rapidly-changing society, training that is designed to strengthen the professionalism and integration ability of those design majors should also be adjusted. Unlike traditional teaching methods, Stanford Design Thinking is a people-oriented problem-solving method. Proceeding from human needs, it offers creative solutions to various topics. Placing emphasis on integrated team communication and the cooperation and exchange among interdisciplinary talents, it is a new teaching model in response to the changes to the design environment. In this study, Stanford Design Thinking was introduced to the integrated design curriculum education as a creativity teaching strategy, and the action research method was adopted to explore the learning effectiveness of the design thinking method. According to the findings, the design thinking method can improve teaching; it can promote student participation through interview training in class during the Empathize stage; it offers substantial assistance to students in actual interviews; it reveals information about the demands of target groups, deepens students' discussions on design-related topics, and creates a favorable atmosphere for teaching; it fosters a positive interaction between students and teachers and makes students more attentive in class. Inspired by this teaching method, students can independently seek product-testing objects to review their design concepts and develop a stronger motivation for self-learning.

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“…Design Thinking is a multidisciplinary human-centred approach to problem solving. It promotes empathy, user-involvement and learning through rapid conceptual prototyping as a way of exploring the problem and solution space (Brown, 2009;Dorst, 2011;Liedtka and Ogilvie, 2011;Plattner et al, 2011;Kelley and Kelley, 2013;Gruber et al, 2015). Several frameworks exist in Design Thinking (Dorst, 2011 …”

Section: Key Concepts Of Design Thinkingmentioning

confidence: 99%

Can Design Thinking Mitigate Critical Strategy Implementation Risks?

Strøm¹,

Willumsen²,

Oehmen³

et al. 2018

Proceedings of the DESIGN 2018 15th International Design Conference

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Failed strategy implementations are a key business risk, and we explore how applying design thinking can mitigate key risks in strategy implementation. Based on a literature review and exploratory interviews, we identify a set of key strategy implementation risks, and map these risks against the key principles of the design thinking methodology. We discuss the usage of design thinking capabilities to tackle key strategy implementation risks and call for a situation-specific adaptation of strategy implementation. The paper concludes with an outlook on future research activities.

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Erratum: Design Thinking Research

Cited by 148 publications

References 0 publications

Towards precedence that justifies the knowledge claims of design methods

Towards precedence that justifies the knowledge claims of design methods

Study on the Learning Effectiveness of Stanford Design Thinking in Integrated Design Education

Can Design Thinking Mitigate Critical Strategy Implementation Risks?

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