Preparing Managers for Turbulent Contexts: Teaching the Principles of Design Thinking

Abstract

Design thinking is a creative practice that sparks managers' thinking and acting in response to the challenges of shifting consumer preferences, emerging new technological possibilities, and changing business models. The issues for management education, that is, preparing students for future management roles, is how one can teach design thinking to management students to prepare them for turbulent contexts. This article presents a conceptual approach with empirical illustrations for teaching the core principles of design thinking: user focus, problem framing, visualization, experimentation, and diversity. To help future managers develop a designthinking attitude, we present a structured 1-hour approach that, first, introduces the design-thinking process (understand, observe, define point of view, ideate, prototype, and test); second, links design-thinking principles to the phases of the design-thinking process and the management of turbulences; and, third, zooms in on each of the six phases. We focus on how designthinking principles-the common denominator of different design-thinking approaches-can foster students' creativity and innovation as key elements

Innovation in the companies provided by the fusion: Design Thinking and Design Management

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The role of company management in the choice of organizational structure

“…Zakonom o privrednim društvima je unutrašnja organizacija samog preduzeća ostavljena njemu na regulisanje u zavisnosti od veličine i tehničkotehnoloških potreba. Iz praktičnih razloga, unutrašnje organizovanje preduzeća možemo podeliti u dva vida [4]:  Tehničko-tehnološko organizovanje procesa rada, i  Sektorsku podelu rada.…”

Start-Up Sprint: Providing a Small Group Learning Experience in a Large Group Setting

“…Experiential learning approaches to the teaching of entrepreneurial tools have been developed and presented in the literature—however, these are often in small class settings that allow for hands-on instruction and close student–lecturer engagement (Schmidt et al, 2012; Bertels, 2018; Parris & McInnes-Bowers, 2019; Schumacher & Mayer, 2018) or without discussing the challenge of large (Mason & Arshed, 2013) or postgraduate (Nabi et al, 2017) classes. Proponents of experiential approaches to entrepreneurship education acknowledge the pressure for larger classes and the obstacles this places in the way of providing for experiential teaching (Fulgence, 2015; Henry, 2013).…”