Problem Finding through Design Thinking in Education

Abstract

Design thinking has become something of a buzz word in innovation discussions and has recently also invested occupied education spaces. In this chapter we briefly compare design thinking to problem-based learning (PBL) and enquiry-based learning (EBL) approaches to problem solving in education before focusing on the approach itself and current debates about its meaning and significance. This chapter focuses particular attention on the problem finding aspect of design thinking and its integration of creative methods for solving a range of tame to wicked problems in a variety of spaces. We ground our analysis in three environments of design thinking and five specific cases of application across education sectors from primary through to university. The examples focus on the generative potential of design thinking for all students and especially those from non-design disciplines. It is this capacity of design thinking to complement existing pedagogies and provide inspiration for change and innovation that is the strength of the model.

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

“…The principles of user focus, problem framing, visualization, experimentation, and diversity constitute what research has identified as key practices for tackling management challenges in turbulent times (Bicen & Johnson, 2015; Melles et al, 2015). Teaching management students this essence of design thinking is thus one way of preparing them to deal with real-world turbulence.…”

“…Melles, Anderson, Barrett, and Thompson-Whiteside’s (2015) case study analysis shows the generative potential of design thinking, particularly for students from nondesign disciplines. They find this potential a particular strength of the design-thinking approach, complementing existing pedagogies and inspiring change and innovation.…”

“…However, with few exceptions—for example, Melles, Howard, and Thompson-Whiteside’s (2012) university design-thinking course, health-related applications (Duncan & Breslin, 2009; Gottlieb, Wagner, Wagner, & Chan, 2017), or pedagogies combining design thinking and critical management (Welsh & Dehler, 2013)—design thinking’s application to the educational context has still received limited attention (Carroll et al, 2010). Melles et al (2015) critically note the limited research focus on the challenges and possible clashes of cultures that occur when design thinking is deployed in management education, among others.…”

Pedagogical approaches to problem solving in higher education

“…'The Design thinking process begins with a problem finding process that engages with the world around to discover needs and insights that might drive the innovation of products, services or systems of various scales and complexities' (Melles et al, 2015).…”

State of Design Education in Singapore – Insights From Design Education Summit 2018

“…Design is considered as an accessible structure to think creatively about educational problems (Henriksen et al, 2017) and curriculum renewal (Melles et al, 2012). Studies have outlined the potential of design for all students, from primary to university level (Grammenos and Antona, 2018;Melles et al, 2015). In design-based curricula, students are expected to gain skills such as collaboration, problem solving and empathy.…”