Submitted by Fernanda Rodrigues de Lima (fernanda.rlima@ufpe.br) on 2018-08-02T22:21:03Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) DISSERTAÇÃO Marcela Araújo de Freitas Brito.pdf: 1204151 bytes, checksum: efc9fe3cbe0221b5e9d12fbeb1df3f80 (MD5) / Approved for entry into archive by Alice Araujo (alice.caraujo@ufpe.br) on 2018-08-07T20:54:52Z (GMT) No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) DISSERTAÇÃO Marcela Araújo de Freitas Brito.pdf: 1204151 bytes, checksum: efc9fe3cbe0221b5e9d12fbeb1df3f80 (MD5) / Made available in DSpace on 2018-08-07T20:54:52Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) DISSERTAÇÃO Marcela Araújo de Freitas Brito.pdf: 1204151 bytes, checksum: efc9fe3cbe0221b5e9d12fbeb1df3f80 (MD5) Previous issue date: 2017-02-14 / Atualmente ficaram mais intensas as mudanças no sistema educacional. Em consequência a aprendizagem contínua tornou-se um instrumento de transformação e aumento de competitividade. Trabalhar em equipe é se permitir aprender, adequar, expandir e ser capaz de resolver em lugar de criar problemas. O presente trabalho pretende trazer esta discussão sobre a influência simultânea do design thinking e do coaching na relação ensino – aprendizagem em turmas de concluintes de graduação. A utilização dessas práticas são capazes de colocar em harmonia a praticabilidade, viabilidade e desejabilidade em âmbito universitário, ajudando, a eficiência na produção do trabalho de conclusão de curso, criando ambientes de auto reflexão e facilitando o movimento de pessoas na mudança em sair do estado atual para o lugar desejado. Elas enfatizam a importância da valorização do conhecimento e do reconhecimento para necessidade da aprendizagem contínua. O profissional que traz essas características se diferencia na identificação, na comunicação e nas possibilidades geradas em seus conteúdos. Pensando nisso as instituições de ensino superior começam a investir em seu corpo docente que preocupam-se em entender as influências e consequências da relação ensino-aprendizagem. Os alunos devem ser capazes de integrar as funções de negócios com as comportamentais, essa realidade mostra, aos discentes a importância da aprendizagem continuada, o olhar sistêmico e interdisciplinaridade através de abordagem teórica mais atualizada para características da sociedade moderna. / The changes in the educational system have become more intense. As a result, lifelong learning has become an instrument of transformation and increased competitiveness. Working in a team is allowing yourself to learn, adapt, expand and be able to solve rather than create problems. The present work intends to bring this discussion about the simultaneous influence of design thinking and coaching on the teaching - learning relationship in undergraduate classes. The use of these practices are able to bring into harmony the feasibility, feasibility and desirability in university scope, helping, the efficiency in the production of the work of conclusion of course, creating environments of self reflection and facilitating the movement of people in the change in leaving the state To the desired location. They emphasize the importance of valuing knowledge and recognizing the need for continuous learning. The professional that brings these characteristics differs in identification, communication and the possibilities generated in their contents. Thinking about this, higher education institutions are beginning to invest in their faculty who are concerned with understanding the influences and consequences of the teaching-learning relationship. Students should be able to integrate business functions with behavioral, this reality shows, to the students the importance of continued learning, systemic look and interdisciplinarity through more up-to-date theoretical approach to characteristics of modern society.

Der Untersuchungsgegenstand der vorliegenden Arbeit ist, die mit dem Begriff „Design Thinking“ verbundenen Diskurse zu bestimmen und deren Themen, Konzepte und Bezüge herauszuarbeiten. Diese Zielstellung ergibt sich aus den mehrfachen Widersprüchen und Vieldeutigkeiten, die die gegenwärtigen Verwendungen des Design-Thinking-Begriffs charakterisieren und den kohärenten Gebrauch in Wissenschaft und Wirtschaft erschweren. Diese Arbeit soll einen Beitrag dazu leisten, „Design Thinking“ in den unterschiedlichen Diskurszusammenhängen grundlegend zu verstehen und für zukünftige Verwendungen des Design-Thinking-Begriffs eine solide Argumentationsbasis zu schaffen. / This thesis’ research objective is to distinguish the discourses to which the term “design thinking” refers, to carve out their central themes and concepts, as well as to debate the conceptual relations between them. The background of this objective lies in the ambiguity and the inherent contradictions of how “design thinking” is generally applied and referred to, hindering coherent and consistent usage both in academia and the business world. This thesis shall therefore contribute to elucidate the diversity of meanings of design thinking as well as to point out conceptual interrelations and coherences in order to establish a more solid foundation for future design thinking discourse.

Automotive design is a specialized discipline in which designers are challenged to create emotionally appealing designs. From a practice perspective, this requires that designers apply their hermeneutic as well as reflective design thinking skills. However, due to the increasing demand for new car models, it is not always possible to keep generating new car designs without some form of assistive means. Therefore, it is common practice to use Automated Morphing Systems (AMS) to facilitate and accelerate the design process in the automotive industry. However, AMS, which is an efficient algorithmic driven tool for form generation, lacks the emotional knowledge of human beings, as well as the ability to introduce a “creative” and preferably a “winning” design. The purpose of this research is to study designers' reasoning about product (automotive) form, their form generation activity, and the implications of these. The research objective is to understand how designers generate forms driven by their implicit values, beliefs and attitudes towards designing, and how these are supported by their visualization and representation skills. Four research questions have been formulated in order to get a firm answer posed in this research. Generation of measurable and testable data – which involved both qualitative and quantitative research to gather and analyze implicit and explicit designer’s knowledge – constituted the main empirical effort for this thesis. A design research methodology framework consisting of three different parts was used in this data gathering exercise. These parts are: descriptive study I, prescriptive study, and descriptive study II. They involved methods such as surveys, observation studies and evaluation studies. Master’s students’ evaluations as well as the designers’ own interpretations of their sketches – which represent the sequence of morphed forms – were considered essential aspects of the empirical studies. The findings of this study can be summarized as follows: Approaches in form development among designers vary due to their experiences, which affect their sketching abilities, activities, and implicit thinking patterns. In their sketching and form development activities, designers emphasize the most informative views, such as façade and three quarter front views, compared to other views of the car. Rather than adopt a uniform transformation strategy which includes the entire car, they also select what elements to morph. In manual form generation, designers contribute with their personal and creative input in the development of the forms of the overall car, its selected items, and regions that determine the overall character of the car. Major differences in the morphing approaches applied by designers and automated CAD systems reside in the recognition and interpretation of the meaning of form elements. Considering the inability of AMS to morph selectively and inconsistently, as well as to introduce ambiguity and variance, it is suggested here that AMS may be useful only for convergent transformation, which typically occurs during the later stages of the styling process. Although perceptions vary according to how representations are presented in the morphing process, the Perceptual Product Experience (PPE) framework can still be considered a useful tool for establishing familiarity, for understanding quality characteristics and the nature of the product, and, finally, for determining meanings and assessing the values of form elements. In conclusion, the work presents a descriptive model for practice-based design thinking about form development in automotive design. Manual interpolative morphing has been the focal area of study. The study categorizes meaning with respect to designer perception. Based on the study of manual morphing exercises, a new methodology of analyzing form syntactics, pragmatics and semantics related to design thinking, form development, and automotive design has been developed.

Design thinking has attracted a significant amount of interest and attention from the non-design sector in areas such as finance, government services and transport. This has resulted in new definitions that appear to describe design thinking as the mythical process that generates innovation and as a result, creating confusion and causing some to question its meaning. Research was undertaken to explore the possible knowledge gap that exists between academic and practitioner understanding of design thinking and its practical application. The relationship between the two has been articulated and a data driven model of design thinking created to further understanding of the meaning of design thinking. Firstly, an initial literature review was conducted to examine the origins, ownership and relationship between design thinking and four other related terms. Secondly, four common characteristics of design thinking were identified from projects reported by academics and practitioners as examples of the application of design thinking. The literature review provided the point of departure for the design of the empirical research instrument (RI). From the initial literature review four common characteristics of design thinking was identified; they were: drivers , experts , impact and processes . The research methodology employed constructivist grounded theory using a multi-qualitative method to maximise the capacity to gather high quality data. Pilot studies were conducted internally to test out the research instrument. From the pilot studies an additional common characteristic identified: design problem , being traditional or non-traditional. Following the pilot studies, primary data collection methods of interviews and online survey were employed. A total of 56 participants took part in the study, the participants who took part were academics and design practitioners from around the world. A total of 13 interviews were conducted and 43 survey responses were collected. The interviews and online survey used in data collection formed two stages of a triangulation strategy that was used to explore all the research questions. ii Two data sets were created from the interviews and online survey, which were analysed by thematic analysis and content analysis. From the thematic analysis, the five common characteristics identified from the literature review and pilot studies were confirmed; two additional common characteristics were identified as multidisciplinary and knowledge . Content analysis was conducted to identify evidence to describe the 7 common characteristics identified. Furthermore, the modes of expression for design thinking were also identified from the data in order to explore its relationship to design education. Case study analysis was the third stage of the triangulation strategy employed. It was conducted to check the reliably of the findings. This involved three design school case studies and three practice-based case studies of which two were for product designs and one was for service design. A qualitative data model of design thinking was developed to present the findings of the research. The research was then validated by a PhD seminar at Lancaster University and a validation study with experienced design practitioners. A final literature review was conducted after the validation studies to compare the research findings to the most recently published literature. From the literature review and validation studies, any appropriate findings were incorporated into the theory constructed.

No description available.

High-performance athletes' (HPAs) engagement in proactive retirement preparation has become increasingly important for their well-being and quality of life during and after sport. As researchers continue to highlight the plethora of challenges underprepared HPAs face when retiring from sport, retirement support available to Canadian HPAs through Game Plan continues to be significantly underutilized (Game Plan, 2023). Researchers have identified environmental barriers as an influencing factor determining athletes' ability to access and utilize available forms of retirement support (Brassard et al., 2022). Current literature lacks the use of a holistic lens to identify the organizational factors that act as barriers and facilitators faced by athletes in this regard. An exploration with this lens could enhance our understanding of HPAs' ability to prepare for retirement by providing insights into the organizational interplay sport members have in facilitating a sport environment that enables, restricts, or hinders a HPA's ability to prepare for life after sport. Furthermore, a holistic lens can provide researchers with the necessary information to develop further frameworks and strategies to minimize athlete retirement barriers (Stambulova et al., 2020). The purpose of this doctoral dissertation is to address this gap through the following objectives: (a) examine how active and retired athletes utilized retirement support mechanisms, (b) explore high-performance sport members' perspectives and understanding of retirement support mechanisms, and (c) facilitate co-design sessions to innovate solution-driven prototypes to address sport members' athlete retirement needs. The methodologies of Bronfenbrenner's Ecological Systems theory and Design Thinking were adopted to guide and facilitate this research. This dissertation is composed of three articles, each correlating with the research objectives. With the first research objective, a secondary data analysis was used to examine how athletes in the Canadian sport system were utilizing Game Plan's resources from 2019-2021. This examination provided insight into athletes' Game Plan usage discrepancies when drawing comparisons to the funding each National Sport Organization (NSO) earned, their league of competition (e.g., Para or Non-Para sport), and repeat uses of Game Plan's resources after an initial interaction. As a result of the findings from this examination, considerations are proposed for sport organizations who seek to improve their athlete engagement with Game Plan's retirement resources. The second objective was investigated through empathy interviews (Kelley & Kelley, 2013) conducted with active athletes, retired athletes, support personnel, and performance partners across the sport system. A total of 19 individuals were interviewed. Empathy interviews were used to create personas for each role. Findings from this exploration add to the literature by outlining the following empirical findings: (a) high-performance sport members have limited knowledge and understanding of accessible retirement resources, (b) sport organizations' cultures can present barriers or facilitators through direct and indirect messages to athletes, and (c) HPAs who proactively sought out support or had a good sport-life balance experienced fewer challenges adapting to life after sport. The third and final objective was supported via the Stanford d. school's five-step Design Thinking model: empathize, define, ideate, prototype, and test. This section of research consisted of a co-design session conducted with two groups of participants. In each session, participants were led through brainstorming cluster activities to define, ideate, design, and evaluate athlete retirement solution-driven prototypes. Sport members collaboratively designed the following three evidenced-based prototypes: (a) creating a new funding metrics system, (b) strengthening collaboration between NSOs and Game Plan, and (c) enhancing athlete retirement coach education. The Design Thinking process as well as the insights outlining why and how the adoption of each prototype can advance HPAs' ability to prepare for their lives after sport are discussed. This article is the first to adopt a Design Thinking approach to advance athlete retirement literature and aims to serve as a catalyst for researchers to adopt Design Thinking methods to further the field of sport performance psychology. The results of this doctoral dissertation research add empirical, theoretical, and methodological contributions to both the athlete retirement and Design Thinking literature.

How can observation of a legacy system be used for design? To answer this question, we observed a teacher doing live coding with a conventional code editor and used the observations to design an editor better suited to this style of teaching. In particular, we found strong evidence that a projectional editor would better meet this need. Reflecting on this experience, we describe two types of requirements which can be inferred from observing a user using a legacy system: hidden requirements, in which users use existing features in unexpected ways, and novel requirements inferred from pain points observed in current system use. / Thesis / Master of Applied Science (MASc)

Novice instructional designers have limited experience working with ill-structured problems, and often do not possess the mental models to effectively analyze, manage, and communicate the overall design process of new instructional design projects (Wedman and Tessmer, 1993; Rowland, 1992; Perez and Emery, 1995; Liu, Gibby, Quiros, and Demps, 2002). In their 2016 article of expert instructional design principles applied by experienced designers in practice, York and Ertmer proposed the following questions for future research, "(a) Can we teach principles to novice instructional designers? (b) What methods should we use to provide this information?" (York and Ertmer, 2016, p. 189). This research further explored these questions and offers a new model of expert instructional design heuristics incorporating design thinking methods. The purpose of this study was to identify design thinking methods that aligned with heuristics of expert instructional design practitioners, and to design and develop a new model of heuristics and design thinking methods, which could assist novice instructional designers as they enter the instructional design field. The literature outlines challenges reported among novice instructional designers throughout the instructional design process, which includes their ability to solve ill-structured problems; conduct thorough analyses; collaborate in teams; negotiate priorities; generate a variety of ideas for solutions; overcome resource, budget and time constraints; communicate and manage projects with stakeholders; and prototype, iterate and pilot new design solutions (Rowland, 1992; Hoard, Stefaniak, Baaki, and Draper, 2019; Roytek, 2010; Liu, Gibby, Quiros, and Demps, 2002; Chang and Kuwata, 2020; Tracey and Boling, 2014; Perez and Emery, 1995; Williams van Rooij, 1993). The model offers novice instructional designers specific methods and combinations of methods to use for every stage of the instructional design process. As instructional designers implement design thinking methods within the context of their daily situations, they should become more comfortable and begin to adapt the methods to meet their individual needs for each stage of their process. / Doctor of Philosophy / Instructional design is a system of procedures for developing education and training curricula in a consistent and reliable fashion (Branch and Merrill, 2011; Branch and Kopcha, 2014). It embodies an iterative process for outlining outcomes, selecting teaching and learning strategies, choosing support technologies, identifying media, and measuring performance (Branch and Kopcha, 2014). Instructional designers use models of instructional design and instructional development to communicate tasks and procedures of the instructional design process (Andrews and Goodson, 1980). Over the years, numerous models of instructional design have been developed and adapted to meet the varying needs of instructional designers and developers. There is a consensus that most instructional processes consist of five core elements or stages: analysis, design, development, implementation, and evaluation, which are commonly referred to as ADDIE (Seels and Glasgow, 1990; Branch and Kopcha, 2014). While often considered generic, the ADDIE framework contains a useful set of common criteria, which most designers state as important or necessary as a part of any instructional design process (Pittenger, Janke, and Bumgardner, 2009; York and Ertmer, 2011; 2016). Novice instructional designers have limited experience working with ill-structured problems, and often do not possess the mental models (prior experience) to effectively analyze, manage, and communicate the overall design process of new instructional design projects (Wedman and Tessmer, 1993; Rowland, 1992; Perez and Emery, 1995; Liu, Gibby, Quiros, and Demps, 2002). In their 2016 article of expert instructional design principles applied by experienced designers in practice, York and Ertmer proposed the following questions for future research, "(a) Can we teach principles to novice instructional designers? (b) What methods should we use to provide this information?" (York and Ertmer, 2016, p. 189). This research further explored these questions and offers a new model of expert instructional design heuristics incorporating design thinking methods. For this study, heuristics were defined as generalized stages of an instructional designer's process and design thinking was defined as a human-centered design process for solving complex problems. The purpose of this study was to identify design thinking methods that aligned with heuristics of expert instructional design practitioners, and to design and develop a new model of heuristics and design thinking methods, which could assist novice instructional designers as they enter the instructional design field. The literature outlines challenges reported among novice instructional designers throughout the instructional design process, which includes their ability to solve ill-structured problems; conduct thorough analyses; collaborate in teams; negotiate priorities; generate a variety of ideas for solutions; overcome resource, budget and time constraints; communicate and manage projects with stakeholders; and prototype, iterate and pilot new design solutions (Rowland, 1992; Hoard, Stefaniak, Baaki, and Draper, 2019; Roytek, 2010; Liu, Gibby, Quiros, and Demps, 2002; Chang and Kuwata, 2020; Tracey and Boling, 2014; Perez and Emery, 1995; Williams van Rooij, 1993). The model offers novice instructional designers specific methods and combinations of methods to use for every stage of the instructional design process. As instructional designers implement design thinking methods within the context of their daily situations, they should become more comfortable and begin to adapt the methods to meet their individual needs for each stage of their process.

Electronic service in the public sector is a unique tool to facilitate communication between citizens and their government. These services have a lot of advantages such as making life easier for citizens, time saving, increasing reliability and reducing the cost on the government side. Delivering reliable and easy digital services is obviously a crucial demand for the satisfaction for the end user which is the Swedish citizen in this survey. When electronic services do not satisfy user needs, the cost increases and confidence against authorities decreases. This study aims to give an understanding of how authorities create their electronic services pursuing citizens’ confidence. The theoretical framework of the research aims to describe restrictions and facilities in the process of creating an electronic service. The study targeted four authorities: Arbetsförmedlingen, Försäkringskassan, Migrationsverket and Skatteverket, which all were interviewed through semi-structured interviews with open questions and answers and data has been collected. The study finds that involving users in the development process leads to increasing confidence. The theoretical framework and empirical study have resulted in a new model to identify restrictions while creating new electronic services, which are time and law- changes. / Lagändringar och krav som regeringen ställer på statliga myndigheter ger upphov till att dessa konsekvent måste digitalisera mer, arbeta effektivare och användarinvolverat. I samband med utökade digitaliseringen blir e-tjänsterna mer komplexa och därmed svåra för medborgarna att använda och lita på informationen. När e-tjänsterna inte uppfyller användarnas behov ökar kostnaderna och förtroendet för myndigheten minskar. Studien avser att ge förståelse om hur myndigheter utvecklar sina e-tjänster i strävan efter ökat förtroende. Studiens teoretiska ramverk ämnar beskriva vilka begränsningar och möjligheter myndigheterna kan identifiera i samband med skapandet av nya e-tjänster för att öka medborgarnas förtroende. Urvalet bestod av fyra statliga myndigheter som rangordnades först och sist i SOMs listan 2012-2013. Respondenterna var: Arbetsförmedlingen, Försäkringskassan, Migrationsverket och Skatteverket. Studiens empiriska data har inhämtats genom semistrukturerade intervjuer. I studien utgick vi från ett abduktivt angreppssätt där öppna frågor ställdes. Studien kom fram till att användarinvolvering under utvecklingsprocessen leder till ökat förtroende. Teoretiska ramverket och studiens empiri har gett upphov till en ny modell för att identifiera begränsningar vid skapandet av nya e-tjänster, vilka är tid och lagändringar.

Baigiamajame magistro darbe analizuojamos dizaino strategijos, jų teoriniai modeliai bei strategijų taikymas organizacijose. Analizuojamos paslaugų dizaino, design thinking , design doing teorijos, jų strateginiai žingsniai. Atliekama mokslinių literatūros šaltinių analizė, internetinių šaltinių analizė apimanti kompanijų profilius ir tarptautinius žurnalus. Praktinėje dalyje pateikiami empirinių tyrimų (anketinės apklausos, giluminio interviu, ekspertų vertinimo) metu gauti duomenys bei SWOT analizės rezultatai, dizaino strategija UAB ACME organizacijai bei jos naudingumo analizė. Baigiamąjį magistro darbą sudaro 4 dalys : probleminė, teorinė, tiriamoji ir praktinė probleminėje dalyje aptariamas dizaino strategijų naudingumas verslui, teorinėje dalyje pristatomi dizaino strategijų teoriniai modeliai, tiriamojoje dalyje analizuojami empiriniai tyrimai praktinėje pristatoma ir analizuojama dizaino strategija. / Master thesis is oriented into analysis of design strategies and into creating design strategy for "ACME" organization. Thesis includes analysis of theoretical models of service design, design thinking, design doing. An empirical research and SWOT analysis is presented. Empirical research includes survey, follow up interview and experts survey. Practical part presents design strategy created for organization, based on theoretical analysis and results collected during research. Master thesis is oriented into analysing theoretical models and creating design strategy, evaluation of benefits of design strategy, deep analysis of organization and presenting practical plan.