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... As practice-based research (Saikaly 2005) aimed at supporting the coproduction of knowledge in the context of practice (Gibbons et al. 1994; Dunin-Woyseth and Nilsson 2011), this paper builds on design research to support the creation of re-useable and communicable knowledge (Cross 1999). Reflective Practice (Schön 1982) is thus adopted as the epistemological choice, as it is regarded as well-suited for design research (Cross 2010). Moreover, reflective practice is particularly convenient, as it can be easily integrated into the iterative cycles of action and reflection that characterize action research (Susman and Evered 1978;Reason and Bradbury 2008). ...
... Building on the concept of frame experiment (Schön 1982), abductive reasoning supported the creative leaps necessary to reframe the design problem (Cross 2010;Crouch and Pearce 2012), enabling the development of the new solutions and ideas that inform the research. Qualitative methods helped operationalize the research in a setting where the researcher was the main instrument for data analysis and collection (Merriam 2002;Pinto and Santos 2008). ...
The importance of customer experiences in developing strong brands is broadly acknowledged in the Branding literature. Yet, the divide between the functions managing the brand and those responsible for devising the interactions through which customers experience the brand persists. This paper aims to bridge the gap between Brand Strategy and Customer Experience by introducing the concept of the Brand Experience Manual. Through practice-based design research, this paper describes the development of a Brand Experience Manual over four iteration cycles. Throughout this process, this paper explores ways of conveying the experience proposition made by the brand, developing a framework for defining and a tool for communicating the Brand Experience Proposition to the teams responsible for the New Service Development. Additionally, this paper offers a theoretical basis for the advancement of a customer experience-centric approach to Branding.
... Can a shift in the mental process be imparted? According to Cross (2008), design ability is something that everyone has, to some extent, because it is embedded in our brains as a natural cognitive function. Like other forms of intelligence and ability it may be possessed, or may be manifested in performance, at higher levels by some people than by others. ...
... Like other forms of intelligence and ability it may be possessed, or may be manifested in performance, at higher levels by some people than by others. Like other forms of intelligence and ability, design intelligence is not simply a given talent or gift, but can be trained and developed" (Cross 2008). ...
... These include: constructive (concrete) thinking; analytical (critical) thinking; abstract thinking; divergent/convergent thinking; synthetic thinking; abductive reasoning; intuition; reflection, visualization; heuristical thinking, aspirational thinking, synaptical thinking and hypothetical thinking. Cross (2008) identifies various forms of intelligence that may be drawn on in Design Thinking. They include: Linguist; Logical Mathematical; Spatial; Musical; Bodily--Kinaesthetic; and Personal. ...
... Owen (2007) represents Design Thinking as knowledge building situated between analytic 'finding' and synthetic 'making' modes of cognition (see fig 1). Cross (2008) also argues that more work on understanding the cognitive aspects of Design Thinking will empower design educators in formulating their aims, objectives and methods ...
Design Thinking is a human-centred methodology for innovation, which has evolved from the study of the unique ways in which designers 'think', and 'practice' (Bauer & Eagen, 2008). While there is emerging research into the learning and teaching of Design Thinking, it is often anecdotal, i.e. reflection rather than research-based, and there is general lack of rigorous evaluation of curricula. This paper presents a PhD research project that explores how Design Thinking expertise can be best introduced, developed, and nurtured within Product Design and Business higher education programmes. The project involves the development, evaluation and refinement of a Design Thinking curriculum, including the design of learning outcomes, content, learning activities, assessment, and resources. The evaluation focuses on the students' learning experience, and their development of Design Thinking expertise. Participants also contribute to the further development of the curriculum. The research uses Action Research, Design and Co-Design methodologies, with embedded Case Studies, and draws upon both qualitative and quantitative methods. A number of key theories and constructs inform the curriculum design, in particular Design Thinking (Brown, 2008), Constructivism (Cross, 2011), Experiential Learning (Kolb, 1984), and Bloom's Learning Domains (Bloom, 1965).
... No doubt thinking has always been part of the work that designers do, but the term design thinking that became prominent over the past five years emphasizes the intangible work done by designers. Several recent studies (Badke-Schaub et al. 2010;Cross 2010;Dorst 2010;Tonkinwise 2010) highlight how recent popular accounts of design thinking ignore the extensive research on designers' ways of working over previous decades since the first Design Thinking Research Symposium in 1991 (Cross et al. 1992), let alone earlier events such as the Conference on Design Methods of 1962 (Jones and Thornley 1963). Although much of the recent public presentation of design thinking is tied to one design consultancy, IDEO (Brown 2008;Brown 2009;Brown and Wyatt 2010), the history of design thinking is more complex. ...
... Some studies, for example, suggest that medics exhibit qualities associated with design thinking. Such assertions implicitly undermine design's claim to uniqueness (Cross 2010). Although research accounts typically specify what type of design professional has been studied and identify their level of expertise, popular efforts to understand design thinking rarely make clear which design field is being discussed. ...
The term design thinking has gained attention over the past decade in a wide range of contexts beyond the traditional preoccupations of designers. The main idea is that the ways professional designers problem-solve is of value to firms trying to innovate and to societies trying to make change happen. This paper reviews the origins of the term design thinking in research about designers and its adoption by management educators and consultancies within a dynamic, global mediatized economy. Three main accounts are identified: design thinking as a cognitive style, as a general theory of design, and as a resource for organizations. The paper argues there are several issues that undermine the claims made for design thinking. The first is how many of these accounts rely on a dualism between thinking and knowing, and acting in the world. Second, a generalized design thinking ignores the diversity of designers' practices and institutions which are historically situated. The third is how design thinking rests on theories of design that privilege the designer as the main agent in designing. Instead the paper proposes that attending to the situated, embodied routines of designers and others offers a useful way to rethink design thinking.
... In the study, the order of importance of the stages in question or the workload intensity selection process of the steps creates a broad comparison structure formed by new and different autonomous technology features by using both quantitative and qualitative criteria that contradict each other. Therefore, the basic criteria used in examining potential new stages and specializations or existing disciplines on the verge of change differ according to the needs of the companies [1] [2] [3] [4] [5]. In addition, the most popular criteria considered by decision makers in the evaluation of the process stages or in the selection of the order of importance according to the workload and innovation contribution of the stages; price/cost, design capability, product development process efficiency, resource management, innovation and technology management, research and development, flexibility, brand, product, risk, security, etc. constitute the main variables. ...
... Research is a standard of learning for thinking critically within a discipline and immersion and planning are key components of the design process. However, unlike designers, artists are more likely than designers to linger in this phase, thinking about the domain and the problem before jumping to the solution (Cross, 2010;Dorst, 2004). In his study of how designers think and practice, Lawson (1994) writes: ...
As the problem-solving methodology of design thinking has gained legitimacy in business and educational environments, this article suggests we also think about incorporating “art thinking” into approaches in design pedagogy. To study what skills and techniques can be useful in other disciplines, we can first review the stages of the creative process which are centered around preparation, incubation, ideation, illumination, and evaluation. Within those stages, we can tease out specific elements unique to the artistic process that can be particularly useful, including mindsets of emotional engagement, intuition, and tolerance of ambiguity as well as cognitive strategies such as the use of metacognition, resource banks, generators and constraints, prolonged research, problem-creation, conversation with the work, closure delay, and reflection and thematic coherence. Emphasizing these elements and strategies in design pedagogy can expand possibilities for creativity and innovation.
Design thinking is an analytic and creative process in which a person is encouraged to experiment, create and prototype models, gather feedback, and redesign. The literature has identified several characteristics (e.g., visualisation, creativity) that a good design thinker should have. Design and design thinking have been recognised as valuable contributions to business and management, and the number of higher education programmes teaching design thinking to business students, managers, and executives is increasing. Multiple definitions of design thinking, as well as a variety of perspectives, have led to some confusion about possible paths. Design, like problem solving, is a natural and widespread human activity. A design process begins with a need and discontent with the present situation, as well as a determination that something must be done to fix the problem. Many scientists, in this opinion, have been creating and behaving as designers throughout their careers, while not always being aware of or realising that they are doing so..
To support effective and successful projects, Service Design practitioners rely on insights that mainly build on qualitative research methodology. The literature on data science promises to help transform how design research is done, adding sophisticated quantitative analyses, complementing existing methods with the power of machines. Due to this potential, data science receives widespread attention from both design practitioners and academics. However, the literature is fragmented and specialized, making it hard for designers to engage with data science. This paper addresses the opportunities and challenges for data science to support Service Design projects, evaluating existing technologies from designers’ perspective and providing an entry-level guide for service designers. These methods can help increase the quality of design research, making hidden information accessible and assisting creative processes. Together, these results are expected to inspire organizations to advance their data science resources for Service Design projects.
Customer experience has emerged as the leading arena for competition, being suggested as the main path to the development of competitive advantages in the global market (Gentile et al. 2007). As the notion that the experience is the brand has grown, Service Design has attracted attention for its ability to design superior customer experiences. Yet, little has been said about the role the brand plays in the Service Design process, and in the management of the customer experience.
Following widespread discussions about joining theory and practice both in design research and design teaching programs, this article aims to explore Experience Design in the framework of an exercise for design students from the Polytechnic Institute of Viana do Castelo in Portugal. Relying upon the arguments of recognized authors, a seven-step model is proposed for a practical design exercise. Our case study is the Wine List Innovation project, developed in the first year of design project program studies. In recent decades, the experience economy has reached a stage in which the experience has become a significant outcome and asset, although intangible. This was the background for the academic project exploring 3D wine lists, using three-dimensionality to interact with spaces and atmospheres, leading to individual subjective experiences of memorable sensations while assimilating information. The academic environment was also the setting for a learning experience, addressing fundamental concepts such as experience, innovation and creativity. This exercise in the first year of a design course is justified by the understood potential of integrating a phenomenological approach in course curricula, considering phenomenological thinking in design should not be overlooked.
This research sought to examine whether analogical and metaphorical reasoning could be taught as a teaching strategy to enhance students’ creative thinking in the design process. To investigate the effects of analogical and metaphorical reasoning in design thinking, research was conducted with second year university students majoring in interior architecture. First, a pilot study was conducted to identify the effectiveness of analogical and metaphorical reasoning in supporting design thinking. Based on the results of the pilot study, a curriculum was developed and implemented in a studio course for one semester that encouraged students to engage in analogical and metaphorical reasoning. A further experiment was conducted to validate the effects of the curriculum on students’ design thinking processes. The overall results suggested that a teaching strategy that emphasises the use of analogical and metaphorical reasoning could enhance students’ design thinking and lead to more creative design processes.
This paper explores how design thinking connects to concepts of knowledge creation and innovation. A case study of a knowledge sharing network in the social services sector is used to illustrate how design thinking supports Ba, the spaces for knowledge creation. Further exploration of the four enabling conditions for Ba resulted in delineation of two distinct types: relational and structural. Relational enablers support three groups of enabling conditions: interaction, shared values and communication. It is proposed that design thinking aligns well with relational enabling conditions for Ba to create the ideal spaces for knowledge creation. The group of structural enablers can assist or obstruct change and relate to the culture and management approaches of an organization, which may or may not be assisted by design thinking. However, to ensure that design thinking is not undermined, and innovation is achieved, the presence of an appropriate structural enabler is critical for success.
As Internet and educational technologies are increasingly used in higher education in recent years, teachers should design and provide effective online teaching methods to help students achieve satisfactory learning performance. Based on the needs in computing courses and the necessity to build up students’ regular learning habits in online learning environments, the author in this study integrated design thinking (DT) with co-regulated learning (CRL) to develop students’ computing skills, and conducted a quasi-experiment to examine the effects of DT and CRL. The participants in this study were 153 undergraduates from three classes taking a compulsory course entitled ‘Applied Information Technology: Data Processing.’ The first class (DT and CRL group) simultaneously received the intervention of web-mediated DT and CRL, the second class (CRL group) received the intervention of web-mediated CRL, and the last group (control group) received the traditional teaching method, although teaching was conducted in a blended class. Based on the analysis carried out in this study, students who received the intervention of web-mediated DT had significantly better computing skills in using Excel than those without. In addition, web-mediated CRL also contributed to significantly better development of computing skills. The author expects that this study could provide insights into the design of web-mediated DT and CRL for teachers, educators, and schools.
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