Em resposta à pressão competitiva, as mudanças rápidas das necessidades do consumidor, a inovação é vista como relevante para as empresas buscarem novos caminhos, entrar em novas categorias ou canais de distribuição, assim como produzir novos produtos e serviços. Dessa forma, a inovação passa a ser o principal recurso de vantagem competitiva para muitas organizações diante de um cenário de mudanças rápidas e incertezas. O Design Thinking pode contribuir para o desenvolvimento de inovações, devido à natureza do seu processo, voltado a atender às necessidades das pessoas para alcançar o sucesso da inovação. Porém, para inovar, as pessoas envolvidas no processo devem ter as competências necessárias. Nesse sentido, identificar as competências necessárias para a inovação sob a ótica do Design Thinking ajuda também na minimização dos obstáculos para a obtenção do sucesso de uma inovação. Dessa forma, o presente estudo buscou verificar a sustentação teórica do Design Thinking, desenvolvendo uma abordagem para operacionalização do Design Thinking, por meio de um jogo. Além disso, foi desenvolvido e aplicado um instrumento para avaliação das competências necessárias para inovar apoiado nas bases teóricas do Design Thinking, com grupos de estudantes ingressantes e concluintes dos cursos de Engenharia, Arquitetura e Design A partir dos objetivos estabelecidos nesse estudo, foi possível verificar que a estruturação de um jogo com a base teórica e operacional do Design Thinking ajuda a acelerar o processo de aprendizado, bem como para o desenvolvimento de novos produtos, serviços e processos. Além disso, identificou-se que o instrumento para avaliação de competências apontou que há diferenças entre grupos de estudantes, mas que nenhum deles apresentou o perfil desejado. Este instrumento pode ajudar no desenvolvimento dessas competências nesses alunos.

Em resposta à pressão competitiva, as mudanças rápidas das necessidades do consumidor, a inovação é vista como relevante para as empresas buscarem novos caminhos, entrar em novas categorias ou canais de distribuição, assim como produzir novos produtos e serviços. Dessa forma, a inovação passa a ser o principal recurso de vantagem competitiva para muitas organizações diante de um cenário de mudanças rápidas e incertezas. O Design Thinking pode contribuir para o desenvolvimento de inovações, devido à natureza do seu processo, voltado a atender às necessidades das pessoas para alcançar o sucesso da inovação. Porém, para inovar, as pessoas envolvidas no processo devem ter as competências necessárias. Nesse sentido, identificar as competências necessárias para a inovação sob a ótica do Design Thinking ajuda também na minimização dos obstáculos para a obtenção do sucesso de uma inovação. Dessa forma, o presente estudo buscou verificar a sustentação teórica do Design Thinking, desenvolvendo uma abordagem para operacionalização do Design Thinking, por meio de um jogo. Além disso, foi desenvolvido e aplicado um instrumento para avaliação das competências necessárias para inovar apoiado nas bases teóricas do Design Thinking, com grupos de estudantes ingressantes e concluintes dos cursos de Engenharia, Arquitetura e Design A partir dos objetivos estabelecidos nesse estudo, foi possível verificar que a estruturação de um jogo com a base teórica e operacional do Design Thinking ajuda a acelerar o processo de aprendizado, bem como para o desenvolvimento de novos produtos, serviços e processos. Além disso, identificou-se que o instrumento para avaliação de competências apontou que há diferenças entre grupos de estudantes, mas que nenhum deles apresentou o perfil desejado. Este instrumento pode ajudar no desenvolvimento dessas competências nesses alunos.

Em resposta à pressão competitiva, as mudanças rápidas das necessidades do consumidor, a inovação é vista como relevante para as empresas buscarem novos caminhos, entrar em novas categorias ou canais de distribuição, assim como produzir novos produtos e serviços. Dessa forma, a inovação passa a ser o principal recurso de vantagem competitiva para muitas organizações diante de um cenário de mudanças rápidas e incertezas. O Design Thinking pode contribuir para o desenvolvimento de inovações, devido à natureza do seu processo, voltado a atender às necessidades das pessoas para alcançar o sucesso da inovação. Porém, para inovar, as pessoas envolvidas no processo devem ter as competências necessárias. Nesse sentido, identificar as competências necessárias para a inovação sob a ótica do Design Thinking ajuda também na minimização dos obstáculos para a obtenção do sucesso de uma inovação. Dessa forma, o presente estudo buscou verificar a sustentação teórica do Design Thinking, desenvolvendo uma abordagem para operacionalização do Design Thinking, por meio de um jogo. Além disso, foi desenvolvido e aplicado um instrumento para avaliação das competências necessárias para inovar apoiado nas bases teóricas do Design Thinking, com grupos de estudantes ingressantes e concluintes dos cursos de Engenharia, Arquitetura e Design A partir dos objetivos estabelecidos nesse estudo, foi possível verificar que a estruturação de um jogo com a base teórica e operacional do Design Thinking ajuda a acelerar o processo de aprendizado, bem como para o desenvolvimento de novos produtos, serviços e processos. Além disso, identificou-se que o instrumento para avaliação de competências apontou que há diferenças entre grupos de estudantes, mas que nenhum deles apresentou o perfil desejado. Este instrumento pode ajudar no desenvolvimento dessas competências nesses alunos.

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.

archives@tulane.edu / My dissertation applies diffusion of innovations and post-development theories to an actor-oriented analysis of design thinking uptake at the frontlines of international development. Non-governmental organizations (NGOs) working directly with the poor face challenges in delivering interventions. Their operating conditions stimulate demand for new approaches like “design thinking,” which is promoted as a human-centered innovation tool to address problems like energy poverty or infant mortality. Through a multi-year case study of a rural Kenyan NGO undergoing training, I explore the interactions and responses of organizational actors as they adopt, reject and remake design thinking. Qualitative methods include in-depth interviews and group discussions with 66 informants, plus document review and participant observation. My findings reveal how uptake is dynamic and socially-embedded. Participants encountered design thinking through workshops, applications and conversations. Training messages, work-life conditions, and institutional locations and relationships informed how intended adopters trialed design thinking. The social interactions and perceived outcomes of encounters fed back into assessment and learning so that over time, partial changes to individuals and the organization emerged along with novel interpretations of design thinking. Staff adopters developed new problem-solving mindsets and adapted design thinking to everyday challenges. They saw it as a tool for enhancing agency and participation rather than a technical innovation process to design solutions for beneficiaries. Others did not perceive design thinking’s compatibility or relative advantage and rejected it. The organization exhibited new language and groupwork practices but not structural and cultural shifts to support design. The contradictory institutional workings of the “developmental configuration,” the assembly of actors, institutions and resources that produce development action, shaped these diverse uptake logics. The configuration simultaneously practices top-down management while demanding bottom-up empowerment. These pressures spurred felt-need for design thinking, constrained adoption, encouraged reinvention and led to internal power struggles. My research has theoretical and practical implications. I add to theories on the diffusion of knowledge innovations in organizational settings and contribute to socio-anthropological understanding of how development actors make sense of design thinking. I challenge assumptions about design thinking for aid effectiveness by offering insights into its actual value and fitness in frontline NGO settings. / 1 / Maille Faughnan

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.

The purpose of this paper is to investigate the existence of the discipline Design Thinking in a project that aims to strengthen Sweden as a brand. The study will generate knowledge about Design Thinking, with the purpose to increase the understanding of how the discipline can be used as a strategic tool in the processes of strengthening Nation Branding. The authors have used a descriptive and qualitative approach where the Shanghai World Expo in 2010 was examined. The theoretical framework contains previous research in the field, data has been analysed in relation to Lockwood's ten principles of how an organization can become more design-minded and Anholt’s hexagon, which features the parameters that creates a country's Nation Branding. The authors have used Montaña’s et al. Brand design management model to discern connections between a country's brand and the discipline of Design Thinking. The authors could determine that the organization of the Shanghai World Expo in 2010 applied Design Thinking to their mindset and that the discipline contributed to the strengthening of Sweden as a brand. However, it is clear that the discipline wasn’t only used as a strategic tool, but also unconsciously. The study has contributed to an increased understanding of the discipline Design Thinking and how it can be used in a more strategic way, in a context where the purpose is to strengthen a nation’s brand. / Perspektivet i denna studie grundar sig i disciplinen Design Thinking då tankarna bakom och nyfikenheten kring disciplinen växer sig allt starkare idag. Trots en upptrappad medvetenhet om disciplinens ökade relevans känner få till hur Design Thinking kan omsättas i praktiken och hur en organisation kan bli mer design-minded. Ytterligare har relativt lite uppmärksamhet lagts på hur design kan berika varumärkesskapande. Syftet med studien är att utreda existensen av disciplinen Design Thinking i stärkandet av ett lands Nation Branding. Studien avser att generera kunskap om Design Thinking, med avsikten att öka förståelsen för hur disciplinen kan användas som strategiskt verktyg. Författarna har använt sig av ett deskriptivt och kvalitativt tillvägagångssätt där Världsutställningen i Shanghai 2010 har använts som studiens plattform. Åtta stycken personer med anknytning till Världsutställningen eller till arbetet i stärkandet av Sveriges varumärke har intervjuats och sekundärkällor har analyserats. Data har tolkats i relation till Lockwoods tio principer för hur en organisation kan komma att bli mer design-minded, samt Anholts hexagon om vilka parametrar som skapar ett lands Nation Branding. Författarna har använt Montañas et al. Brand design management model för att kunna urskilja kopplingar mellan ett lands varumärke och disciplinen Design Thinking. Studien visade att organisationen för Världsutställningen i Shanghai 2010 tillämpade Design Thinking i sitt arbetssätt och att disciplinen har bidragit till stärkandet av Sveriges varumärke. Dock har det konstaterats att design inte enbart användes som strategiskt verktyg utan även omedvetet eller av nödvändighet. Studien har bidragit till ökad förståelse för disciplinen och genererat kunskap hur den kan komma till användning som strategiskt verktyg.

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.