The problems facing society today are complex, multifaceted, and require crossing multiple disciplinary boundaries. As such, these problems call for interdisciplinary collaboration, including new and different combinations of skills and knowledge. Currently, tertiary education providers are not well-positioned to develop these interdisciplinary capabilities at a rate commensurate with the speed of contemporary change. This book places design thinking as the catalyst to create change in the tertiary education sector and to build interdisciplinary skill sets that are required for the graduate of the future. By presenting a series of case studies and drawing on global experts in the field, this book investigates pedagogical approaches, disciplinary facilitation practice, curriculum integration, and a framework for understanding design thinking pedagogy within tertiary education. Focusing on how educational institutions can produce innovative graduates with the ability to traverse disciplinary constraints, this book will be essential reading for research students, academics, and industry practitioners.
Author(s): Cara Wrigley, Genevieve Mosely
Publisher: Routledge
Year: 2022
Language: English
Pages: 243
City: London
Cover
Half Title
Title Page
Copyright Page
Table of Contents
List of Figures
List of Tables
List of Expert Sidebars
Foreword by Lina Markauskaite and Peter Goodyear
Preface
Acknowledgements
Chapter 1: Introduction
1.1 Contextual Background
1.2 The Emergence of Design Thinking
1.3 Reshaping the Boundaries of Design Education
1.3.1 Disciplinarity of Design Thinking Education
1.4 Contextualising Design Thinking Pedagogy
1.4.1 The Purpose of Design Thinking Pedagogy: Soft Skills and Their Importance for the Future of Work
1.5 Purpose and Perspectives
1.6 Overview
Chapter 2: Research on Design Thinking Pedagogy
2.1 Design Practice and the Design Profession
2.1.1 Discourses Around Design Thinking
2.1.2 Design Thinking Education Landscape
2.2 Principles and Practices of Design Thinking Pedagogy
2.2.1 Design Thinking Attributes
2.2.2 Boundary Objects
2.2.3 Processes and Methods
2.2.4 Design Expertise
2.2.5 Design Facilitation
2.2.6 Design Problem Complexity
2.3 Theoretical Learning Foundations in Design Thinking Education
2.3.1 Experiential Learning Theory
2.3.2 Knowledge Creation: Inquiry and Application
2.3.3 The Reflective Practitioner
2.4 The Design Thinking Pedagogy Framework
Chapter 3: Design Thinking Undergraduate Education for Epistemic Fluency
3.1 Contextualising Design Within Intra-, Multi-, Inter-, and Transdisciplinarity
3.2 The T-Shaped Designer
3.3 Global Snapshot of Design Thinking Undergraduate Programs
3.3.1 University-Wide Minors and Majors
3.3.2 Combined Bachelor’s Degrees
3.3.3 Cross-Faculty Labs
3.3.4 Multidisciplinary Design Degrees
3.4 Undergraduate Design Thinking Pedagogy
3.5 Summary
Chapter 4: Mastering Design Thinking in Postgraduate Education
4.1 The Nexus of Design Practice, Postgraduate Education and Research
4.2 Global Snapshot of Design Thinking Postgraduate Coursework Programs
4.2.1 Innovation, Strategy, and Management Master’s Programs
4.2.2 Design for Transformation Master’s Programs
4.3 Postgraduate Coursework Design Thinking Pedagogy
4.4 Case Study: HDR Design Catalysts
4.5 Higher Degree Research Design Thinking Pedagogy
4.6 Summary
Chapter 5: Digital and Professional Design Thinking Education
5.1 Everyone as a Design Thinker, Design Thinking for Everyone
Part I: Digital Design Thinking Education
5.2 Teaching Design Thinking Online and in a Digital Environment
5.3 Global Snapshot of Digital Design Thinking Courses
5.4 Digital Design Thinking Pedagogy
5.4.1 Boundary Objects
5.4.2 Reflective Expert Facilitator
5.4.3 Knowledge Offering
5.4.4 Learning Outcomes Versus Educational Engagement
5.4.5 Student Experience
Part II: Professional Design Thinking Education
5.5 Bespoke Training in Design Thinking
5.6 Government Initiatives and Professional Training
5.7 Case Study: Edgy Air Force, Royal Australian Air Force
5.8 Professional Design Thinking Pedagogy
5.8.1 Engagement Through Applied Activities
5.8.2 Facilitator Expertise
5.8.3 Relevancy to Context and Problem Set
5.8.4 Intuitive Boundary Objects
5.9 Summary
Chapter 6: Designing Education Ecosystems and an Ecology of Learning
6.1 The Relationship Between Design Thinking Pedagogy, Education Ecosystems, and Learning Ecologies
6.2 Designing Education Ecosystems
6.3 Case Study: TAFE NSW
6.4 Designing an Ecology of Learning
6.5 Case Study: Designing Learning Experiences in the Australian Defence Force
6.6 Design Thinking Pedagogy Ecosystem and Ecology Framework
6.7 Summary
Chapter 7: Conclusion
7.1 Epistemic Fluency and the Disciplinarity of Design Thinking Education
7.2 Design Thinking Pedagogy Framework Revisited
7.2.1 Design Thinking Process Foundation
7.2.2 Reflective Facilitator
7.2.3 Reflective Facilitator – Active Learner
7.2.4 Active Learner
7.3 The Future of Design Thinking Education
7.3.1 Accreditation and Standards in the Field
7.3.2 The Teacher as the Reflective Facilitator
7.3.3 The Student as the Active Learner
7.4 Future Initiatives
7.5 Final Thoughts
Appendix A: Design Thinking Pedagogy Description and Definition
Appendix B: Related Publications
Appendix C: About the Expert Sidebars
References
Index
