Query: design thinking

title: Design Thinking
abstract: Design in the sciences of the artificial is concerned with what might be, with " changing existing situations into preferred ones " (Simon 1996, p. 130) As a multifaceted concept, design has been studied by IS scholars as an object, process, and capability. As a multidisciplinary concept, it has received significant attention across various traditions of research in the IS community. As a multilevel concept, it has been examined to uncover interdependencies across levels of analysis. As a concept that can redefine human experiences, it has led to the development of problem solving and innovation practices that embody design thinking (Buchanan 2015) We have seen significant discussion in the IS literature about the design science paradigm, which is concerned with developing and evaluating new and innovative IT artifacts to solve problems and through the process contribute to knowledge (Hevner et al. 2004) The discussion has been wide ranging and has encompassed the distinctive characteristics of design science research, the knowledge contributions of design science research, and how design science research can be conducted and presented effectively and evaluated appropriately (e. A look at papers published in MIS Quarterly and other major IS journals reveals important commonalities in the practice of design science research but also reveals important differences. There are observable genres of design science, which differ with respect to the problems that are addressed, the types of artifacts that are designed and evaluated, the search processes that are used to create and refine the IT artifacts to solve problems, and the types of knowledge contributions that are made. For example, consider the types of problems that are addressed and the artifacts that are developed across a few genres: the computational genre is concerned with solving business and societal problems by developing computational models and algorithms, the optimization genre is concerned with solving operational and decisional problems by developing optimization and related models and heu MIS Quarterly Vol. 41 No. 1 pp. iii xviii/March 2017 iii

title: Using design thinking to respond to crises: B2B lessons from the 2020 COVID 19 pandemic
abstract: We examine the value of design thinking in times of crisis. Drawing on examples of firm innovations during the 2020 Covid 19 lockdown, we propose that disruptive events represent wicked problems that require managers to break out of established patterns of thinking. Design thinking, or the problem solving approaches and tools of designers, represents one such approach. Drawing on extant research, we identify a three stage process of design thinking: disrupt, develop and deliver, and transform. We examine each stage, identifying how careful disruptive thinking with a focus on understanding problems within their context can give rise to innovative solutions, resulting in a more resilient organisation.

title: Design Thinking in Pedagogy
abstract: The twenty first century has brought lots of challenges for people in all spheres, including education. In the new context, traditional approaches often seem ineffective and therefore new tools and methods have to be applied. An alternative approach that might be useful in the given context is design thinking the approach that originated in architecture, design and art, and nowadays is applied in many fields. It is a human centered problem solving approach that may be used in the teaching/learning process to develop twenty first century skills and enhance creativity and innovation. This paper introduces readers to the origin of design thinking, its attributes and processes as well as its application in pedagogy.

title: A framework for studying design thinking through measuring designers' minds, bodies and brains
abstract: This paper presents a framework for studying design thinking. Three paradigmatic approaches are described to measure design cognitive processes: design cognition, design physiology and design neurocognition. Specific tools and methods serve each paradigmatic approach. Design cognition is explored through protocol analysis, black box experiments, surveys and interviews. Design physiology is measured with eye tracking, electrodermal activity, heart rate and emotion tracking. Design neurocognition is measured using electroencephalography, functional near infrared spectroscopy and functional magnetic resonance imaging. Illustrative examples are presented to describe the types of results each method provides about the characteristics of design thinking, such as design patterns, design reasoning, design creativity, design collaboration, the co evolution of the problem solution space, or design analysis and evaluation. The triangulation of results from the three paradigmatic approaches to studying design thinking provides a synergistic foundation for the understanding of design cognitive processes. Results from such studies generate a source of feedback to designers, design educators and researchers in design science. New models, new tools and new research questions emerge from the integrated approach proposed and lay down future challenges in studying design thinking.

title: Doing Design Thinking: Conceptual Review, Synthesis, and Research Agenda
abstract: Design thinking has attracted considerable interest from practitioners and academics alike, as it offers a novel approach to innovation and problem solving. However, there appear to be substantial differences between promoters and critics about its essential attributes, applicability and outcomes. To shed light on current knowledge and conceptualizations of design thinking we undertook a multi phase study. First, a systematic review of the design thinking literature enabled us to identify 10 principal attributes and eight tools and methods. To validate and refine our findings, we then employed a card sorting exercise with professional designers. Finally, we undertook a cluster analysis to reveal structural patterns within the design thinking literature. Our research makes three principal contributions to design and innovation management theory and practice. First, in rigorously deriving 10 attributes and eight essential tools and methods that support them from a broad and multidisciplinary assortment of articles, we bring much needed clarity and validity to a construct plagued by polysemy and thus threatened by "construct collapse." Second, aided by the identification of perspectives of scholars writing about design thinking, we provide detailed recommendations for relevant topics warranting further study in order to advance theoretical understanding of design thinking and test its applications. Third, we identify the enduring, yet essential, questions that remain unresolved across the extant design thinking literature and that may impede its practical implementation. We also provide suggestions for the theoretic frames, which may help address them, and thus advance the ability of scholars and managers alike to benefit from design thinking's apparent advantages.

title: University entrepreneurship education: a design thinking approach to learning
abstract: BackgroundEntrepreneurship has traditionally been taught from a business administration perspective, where predicting the future is central and where the world is seen as linear with known inputs and outputs. The world of entrepreneurs is a quite different, usually highly uncertain environment, and therefore requires a different type of skill set. In this paper, we conceptualize entrepreneurial learning through a method and design based approach and illustrate how a course can be developed and designed.FindingsIn this paper it is argued that by utilizing design thinking and a methods approach, learning from a "through" approach can be achieved. This learning is more focused on the entrepreneurial process, highlighting the role of skills and mindset. This learning approach enables student centered learning and focus on skills more applicable to entrepreneurs. It is also argued that the entrepreneurship process is not linear; therefore, creativity is central and finding structure is an unstructured process. Design thinking emphasizes a practical approach where students step outside the classroom. This experimentation and interaction in the real world of users and customers with real feedback is important in combination with reflection exercises.ConclusionsThis paper highlights how a methods approach and entrepreneurship education with a "through" perspective can be achieved by utilizing design thinking. This is elaborated conceptually and illustrated with an example. We argue that a methods approach for teaching entrepreneurship is beneficial, where design thinking can be one valuable tool and approach for teaching entrepreneurship.

title: Integrating design thinking into extreme programming
abstract: The increased demand for information systems drives businesses to rethink their customer needs to a greater extent and undertake innovation to compete in the marketplace. The design thinking (DT) is a human centered methodology leads to creativity and innovation. The agile applications development such as extreme programming (XP) as a rapid application development approach tends to focus on perfecting functionality requirement and technical implementation. However, it causes significant challenges to building software/applications to meet the needs of end user. This study integrates DT practices into XP methodology to improve the quality of software product for the end users and enable businesses to achieve creativity and innovation. The proposed integrated DT@XP framework presents the various DT practices (empathy, define, persona, DT user stories) are adapted into XP exploration phase, prototyping and usability evaluation into XP planning phase. Our work demonstrates the applicability of DT concepts to analyze customer/user involvement in XP projects.

title: A qualitative review of the design thinking framework in health professions education
abstract: BackgroundDesign thinking is a problem solving framework that has been used to enhance patient experiences, improve clinical outcomes, and refine medical curricula. This study reviewed the use of design thinking in health professions education.MethodsA search yielded 169 articles, which were excluded if they were: (1) not related to education; (2) lacking an application of design thinking; or (3) not associated with healthcare. The final review yielded 15 articles, which were analyzed using qualitative methods.ResultsAll articles were published in 2009 or later and were diverse in their context, participants, and approach. Six studies emphasized the early stages of design thinking, with inspiration and ideation stages fostered through a variety of activities, such as lectures, small group discussions, and workshops. Studies examined a range of outcomes, including self efficacy, perceptions, and solutions to a specific problem.ConclusionsOur findings raise important considerations for health professions education, including the extent to which we should: 1) teach design thinking to students as a skill based tool to prepare students for problem solving in complex healthcare environments; and 2) use design thinking to create, implement, and refine health professions curricula and educational programs. Despite the apparent benefits of design thinking, many questions for health professions education remain.

title: Use of the Principles of Design Thinking to Address Limitations of Digital Mental Health Interventions for Youth: Viewpoint
abstract: Numerous reviews and meta analyses have indicated the enormous potential of technology to improve the appeal, effectiveness, cost, and reach of mental health interventions. However, the promise of digital mental health interventions for youth has not yet been realized. Significant challenges have been repeatedly identified, including engagement, fidelity, and the lack of personalization. We introduce the main tenets of design thinking and explain how they can specifically address these challenges, with an entirely new toolbox of mindsets and practices. In addition, we provide examples of a new wave of digital interventions to demonstrate the applicability of design thinking to a wide range of intervention goals. In the future, it will be critical for scientists and clinicians to implement their scientific standards, methods, and review outlets to evaluate the contribution of design thinking to the next iteration of digital mental health interventions for youth.

title: Design thinking for sustainability: Why and how design thinking can foster sustainability oriented innovation development
abstract: Sustainability oriented innovations (SOI) are indispensable to enable sustainable consumption and production. However, their multidimensional character makes the development of SOI an often difficult task for companies. This article addresses four major challenges which are in particular associated with SOI development, including defining an adequate innovation scope, considering various stakeholders and identifying related user needs and sustainability effects. This clearly shows that there is a continuous need for adequate methods and tools that enable companies to successfully develop SOI. Design thinking (DT) a user centered and iterative problem solving approach, has recently attracted research interest as a possible approach to tackle complex socio ecological problems. However, a systematic and detailed discussion of the application of DT for SOI development is still missing. This article explores why and how design thinking can foster the development of SOI. For this purpose, the concept of DT with its five key principles (i.e. problem framing, user focus, diversity, visualization, experimentation and iteration) is presented. In a next step, we develop a research framework with four propositions that demonstrate the suitability of DT's key principles for meeting the identified SOI challenges. Finally, boundary conditions, practical implications and opportunities for further research are pointed out.