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In a world where halting climate breakdown is becoming more and more urgent by the minute, so too does the media industry need to deliver its contribution to change. Especially since innovation - a carrier of change - is seen as one of the main pillars of this field. Even more since anthropocentrism – a mind-set of particular harm towards the current Earth crisis – still seems to prevail this pillar. In an ambition to contribute to the urgent and necessary need to halt climate breakdown, this research delves into design thinking, one of the currently popular and established innovation processes, and investigates how it can become non-anthropocentric. Insights are drawn from observations and interviews with several designers who have engaged in the journey to move themselves, their practise and their results towards non-anthropocentrism. Analysing these, it becomes clear that non- anthropocentric design is about embodying an entanglement of species. This is achieved through understanding that we are entangled, by acting in collaboration with diverse fields and through being humble. Moreover, the paper suggests design thinking can become non-anthropocentric - shifting its focus from human to earthling needs - through thickening its current converging phases with speculative scenarios. These should highlight the additional needs of and implications for a diverse set of earthlings. In this manner the scenarios manifest the entanglement. The exercise is done best in collaboration with stakeholders from a diverse set of fields and with help from posthumanist perspectives, real-world entanglement examples, surprise and unifying language. Also, doing justice to the complexity of the entanglement and the challenging nature of this exercise, the scenarios need to be continuously re-evaluated. This demands design thinking to move away from its focus on processes within the scope of a project towards a focus on long-term service-based relationships within the scope of the on-going entanglement. Product-as-a-service business models could potentially make this viable. / Behovet av att lindra och minimera effekterna av klimatförändringarna blir allt tydligare för var dag som passerar. Medieindustrin måste bidra till omställningen av samhället. I synnerhet eftersom innovation – en pådrivare av förändring – ses som en av huvudpelarna inom medieindustrin. Innovation som en gren inom medieindustrin genomsyras dock av den antropocentriska världsbilden, en världsbild som anses bidra till de nuvarande miljökriserna. I ett försök att bidra till att minimera effekterna av klimatförändringarna dyker denna studie ner i ’design thinking’, en i stunden populär och etablerad innovationsprocess, för att undersöka hur denna kan bli icke antropocentrisk. Insikter hämtas från observationer och intervjuer med flertalet designers med erfarenhet av icke antropocentrisk världsbild inom designprocesser. Analys av dessa visar att icke antropocentrisk design handlar om att förkroppsliga en väv av olika arter. Det uppnås genom en förståelse för att vi är en komplex väv, genom att agera tillsammans med olika aktörer och genom att vara ödmjuk. Vidare föreslår artikeln att ”design thinking” kan bli icke antropocentrisk dvs skifta fokus från mänskliga behov till ’earthling’-behov genom att kontextualisera de konvergerande faserna i ’design thinking’ med spekulativa scenarier. Dessa scenarier borde visa på behov och implikationer för många olika ’earthlings’. På så vis manifesteras väven av dessa scenarier. Denna handling lämpar sig bäst i samarbete med andra aktörer från många olika discipliner och med hjälp från posthumanistiska perspektiv, verkliga exempel på komplexiteten och sambanden inom väven, överraskning och ett enande språkbruk. De olika scenarierna måste konstant omvärderas för att göra vävens komplexitet och den utmanande karaktären av handlingen rättvisa. Detta kräver att ’design thinking’ fokuserar på långsiktiga serviceorienterade relationer inom ramen för väven istället för att fokusera på processer inom ramen för specifika projekt. ’Product-as-a-service’ affärsmodell skulle potentiellt kunna göra detta genomförbart.

Canadian university sports are gaining momentum as a high-performance sports culture, leading to greater demands and potential mental health (MH) risks for student-athletes. Despite the abundance of research and resources pertaining to MH, student-athletes continue to experience significant MH challenges. This thesis aimed to reimagine student-athlete MH support at a Canadian university using a Design Thinking (DT) approach. This was achieved through a case study about the University of Ottawa (uOttawa) Gee-Gees. DT is a creative and collaborative approach to understanding your end-users, challenging assumptions, and redefining problems to create innovative solutions you can prototype and test (Brown, 2008). The methodological framework was inspired by Hasso Plattner Institute’s (2018) six-step model: 1) understand, 2) observe, 3) point of view, 4) ideate, 5) prototype, and 6) test. This study explicitly engages in the first three steps of the HPI process, otherwise known as the “Compassion space” (Chambers, 2021). Findings from each step are presented through two journal articles and used to inform future research dedicated to the remaining three steps (“Solution space”; HPI, 2018). Article one focuses on the “Understand” phase, aimed to generate ecological insights from multiple stakeholders into how the varsity sports department at uOttawa supports student-athlete MH. Three activities were conducted incrementally, including stakeholder mapping (to identify relevant stakeholders), stakeholder analysis (to prioritize stakeholder engagement), and enabler interviews (to understand diverse perspectives on the explored topic). Nine enabler interviews were conducted and analyzed using reflexive thematic analysis. The findings are presented through three themes: Enhancing the accessibility of MH services, providing proactive and holistic care, and building a sustainable integrated support team model. This case helps illustrate the varsity environment as one interconnected system and demonstrates the shared responsibility of all enablers to promote and protect positive MH. Article Two encompasses two HPI phases. First, the “Observe” phase is to observe the daily realities of uOttawa student-athletes in their localized varsity sports environment. To facilitate this, six digital stories were produced by student-athletes and analyzed using empathy mapping (i.e., interpreting what a person says, thinks, feels, and does). Individual empathy maps informed the subsequent “Point of View” phase, designed to establish a point of view from a student athlete's perspective and present the findings creatively and in an easily digestible manner. Six empathy maps were condensed into three fictional personas that help illustrate student-athlete experiences at uOttawa. Presenting these personable stories to relevant stakeholders will be beneficial to garnering deeper empathy and compassion for student-athletes experiencing MH challenges. The results of each phase yield a comprehensive understanding of student-athletes’ needs, experiences, and the environment in which they compete and study. Thereby contributing to the design of a (future) desirable, viable, and feasible solution the varsity sports department can implement. Moreover, supplementary methods and results are outlined to showcase the interdisciplinary collaborative approach used to understand further the uOttawa Gee-Gees high-performance integrated support team (IST), a crucial component for understanding the uOttawa’s varsity sports landscape. This thesis addresses new ways to explore student-athlete MH, contributes a Canadian perspective to student-athlete research, and paves the way for DT in the sports psychology field.

Syftet med denna undersökning är att undersöka hur cirkulär design kan bidra till en hållbar konsumtion inom förpackningsdesign. Frågorna var hur kan man skifta fokus från linjär till cirkulär design? Hur förhåller sig ett urval människor till hållbart konsumtion? Hur ser ett urval människors vardagliga konsumtion ut? Denna studie blev utformad kring tre metodistiska moment. Det första momentet gick ut på att se på design utifrån ett  “design thinking”-metodiskt perspektiv. Denna följs sedan av två kompletterande metodansatser, det vill säga de kvalitativa samtalsintervjuerna och de kvalitativa etnografiska observationerna. För att kunna applicera design thinking metodiken på ett verklighetsbaserat exempel så används Jordans “Green Clean Toothbrush.”I samtalsintervjuerna så användes en intervjuguide för att strukturera upp intervjuerna. I de etnografiska observationsstudierna så användes bilder användes som visual research för att skildra hur ett urval respondenternas vardagliga konsumtion egentligen såg ut.

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Design thinking ability is vital for engineers who are tasked with solving society's toughest sustainable development challenges. Prior research identified that the percentage of design thinkers among freshmen engineering students is greater than the percentage among the general population. However, engineering education's lack of attention to fostering creative ability may cause the design thinking ability of senior engineering students to suffer. The research addressed in this thesis compares the design thinking ability of engineering students across age groups, and compares design thinking ability between the design disciplines of engineering and architecture. To draw design thinking comparisons between these groups, a survey with a nine item design thinking instrument was distributed nationally to freshmen engineering students (n= 2,158), senior engineering students (n= 1,893), and senior architecture students (n= 336). The survey instrument was validated by conducting confirmatory factor analysis on the senior engineering and senior architecture samples' data. The Analysis of Variance (ANOVA) test was utilized to statistically compare scores across sample groups. Both the freshmen engineering students (2.80) and senior architecture students (3.30) scored significantly higher on the design thinking scale than senior engineering students (2.59). These results have important implications for engineering educators as engineering education may contribute to a decrease in design thinking among senior engineering students. A lower design thinking score among seniors was consistent across all engineering sub-disciplines and should be of concern to engineering educators, since design thinking skills are critical for the development of engineering solutions to grand societal challenges. / Master of Science / Design thinking is a way of thinking about the design process which places the user at the center of the design. Thinking about design in this way is a vital ability for engineers and other design professionals to develop because it enables them to solve “wicked” problems like sustainable development challenges. Wicked problems are those which are difficult to solve due to the number of conflicting components involved. Prior research has found that design thinkers are more prevalent among engineering students in their first year of study than among students in other majors. However, engineering education does not attribute much attention to the development of creative ability which could cause the design thinking ability of engineering students in their final year of study to be worse than the ability of those in their first year, as well as worse than the ability of students who study other design disciplines like architecture. This study compared the design thinking abilities of engineering students in their final year of study to engineering students in their first year and to architecture students in their final year. The goal of making these comparisons was to explore if engineering education helps or hinders the development of design thinking. A survey with nine questions related to design thinking was distributed nationwide. The data from the survey was collected and statistically analyzed. The results showed that the design thinking ability of engineering students in their final year was significantly lower than the ability of first year engineering students and significantly lower than the ability of final year architecture students. A decrease in design thinking ability between freshmen and senior year must be addressed by engineering educators. The National Academy of Engineers and industry leaders are calling for the development of engineers who are design thinkers, and the results of this paper suggest that some changes may need to occur within the engineering education curriculum to accommodate this need.

[ES] La entrada al s. XXI ha supuesto cambios tecnológicos que han influenciado los estilos de vida llevando a cabo una transformación de la sociedad más joven hasta la más adulta, abriendo nuevas perspectivas de investigación y paradigmas educativos. A lo largo de la historia, se ha demostrado el potencial creativo y de innovación que poseen los niños a la hora de resolver determinadas situaciones, pero a su vez, la capacidad de perderlo si no es gestionado adecuadamente. Inmersos ya en la cuarta revolución industrial, las nuevas herramientas tecnológicas sugieren retos innovadores hacia la búsqueda de soluciones de los problemas planteados en el marco de la enseñanza. Esta investigación plantea el diseño de un escenario basado en el movimiento maker y FabLab, donde los alumnos y profesores tengan opciones de aprendizaje a partir del uso de la fabricación digital, impresión 3D y la robótica educativa como herramientas para generar ideas creativas e innovadoras. Para llevar a cabo una integración de las técnicas del área de la creatividad, se realiza un estudio a partir de estrategias relacionadas con el diseño. Se presenta el concepto design thinking como una metodología dirigida a la resolución de problemas donde los estudiantes estarán capacitados para desarrollar nuevas ideas, construirlas y llevar a cabo una experimentación basándose en los conocimientos adquiridos en las aulas. Se elabora un enfoque donde tanto los docentes como los alumnos adquieren un nuevo rol de diseñadores. Para ello se establece un escenario, que, apoyado desde diversos informes internacionales, se analiza la innovación de la educación desde la nueva tendencia educativa multidisciplinar STEM (acrónimo del inglés Science, Technology, Engineering, & Mathematics) y cómo las distintas instituciones y políticas educativas comienzan en el desarrollo de nuevas herramientas y métodos basados en estrategias de diseño para ofrecer y generar modelos y tácticas curriculares. Como consecuencia, se analiza la evolución del concepto STEM to STEAM y cómo la integración del término Art (A) favorece el nexo creativo entre disciplinas de ciencia y tecnología. A modo significativo, destaca la importancia de utilizar estrategias basadas en el diseño y la creatividad como una prioridad en la búsqueda de soluciones. Para llevar a cabo esta gestión multidisciplinar, se desarrolla la metodología DiTec, implicando estrategias basadas en el design thinking como una guía creativa hacia la búsqueda de soluciones y el uso de las nuevas tecnologías como el medio curricular para experimentar ideas y generar conocimiento. Con el fin de validar la investigación, se realiza tres casos prácticos donde la metodología DiTec ha posibilitado estandarizar y dar viabilidad al concepto STEAM y cómo el diseño se establece como una futura disciplina proyectual. / [CA] L'entrada al s. XXI ha suposat canvis tecnològics que han influenciat els estils de vida duent a terme una transformació de la societat més jove fins a la més adulta, obrint noves perspectives de recerca i paradigmes educatius. Al llarg de la història, s'ha demostrat el potencial creatiu i d'innovació que posseeixen els infants a l'hora de resoldre determinades situacions, però alhora, la capacitat de perdre'l si no és gestionat adequadament. Immersos ja en la quarta revolució industrial, les noves eines tecnològiques suggereixen reptes innovadors cap a la recerca de soluci-ons dels problemes plantejats en el marc de l'ensenyament. Aquesta investigació planteja el disseny d'un escenari basat en el moviment maker i FabLab, on els alumnes i professors tinguin opcions d'aprenentatge a partir de l'ús de la fabricació digital, impressió 3D i la robòtica educativa com a eines per generar idees creatives i innovadores. Per dur a terme una integració de les tècniques de l'àrea de la creativitat, es realitza un estudi a partir d'estratègies relacionades amb disseny. Es presenta el concepte design thinking com una metodologia dirigida a la resolució de problemes on els estudiants estaran capacitats per desenvolupar noves idees, construir-les i dur a terme una expe-rimentació basant-se en els coneixements adquirits a les aules. S'elabora un enfoc on tant els docents com els alumnes adquireixen un nou rol de dis-senyadors. Per a això s'estableix un escenari, que, amb el suport des de diversos in-formes internacionals, s'analitza la innovació de l'educació des de la nova tendència educativa multidisciplinària STEM (acrònim de l'anglès Science, Technology, Engine-ering, & Mathematics) i com les diferents institucions i polítiques educatives comen-cen en el desenvolupament de noves eines i mètodes basats en estratègies de disseny per oferir i generar models i tàctiques curriculars. Com a conseqüència, s'analitza l'evolució del concepte STEM to STEAM i com la inte-gració del terme Art (A) afavoreix el nexe creatiu entre disciplines de ciència i tecno-logia. A manera significativa, destaca la importància d'utilitzar estratègies basades en el disseny i la creativitat com una prioritat en la recerca de solucions. Per dur a terme aquesta gestió multidisciplinària, es desenvolupa la metodologia Di-Tec, implicant estratègies basades en el design thinking com una guia creativa cap a la recerca de solucions i l'ús de les noves tecnologies com el mitjà curricular per experi-mentar idees i generar coneixement. Per tal de validar la investigació, es realitza tres casos pràctics on la metodologia Ditec ha possibilitat estandarditzar i donar viabilitat al concepte STEAM i com el disseny s'estableix com una futura disciplina projectual. / [EN] The entry into the 21st century has supposed technological changes that have influenced modern life, undertaking this way a transformation of both the younger and the elder generation and opening the scope for new prospects of research and educational paradigms. Throughout history it has been illustrated the creative and innovative potential that children possess while facing and solving certain situations, but this ability may also vanish if it is not adequately managed. Already immersed in the Fourth Industrial Revolution, new technological tools suggest innovative challenges towards the search of solutions concerning to issues raised within the framework of formal education. This research presents the design for a scenario based on the maker movement and FabLab, where both students and teachers have available learning options from the use of digital fabrication, 3D printing and Educational Robotics as tools for the generation of creative and innovative ideas. In order to carry out the integration of techniques concerning the field of creativity, the research is guided through active strategies related to design. The concept of de-sign thinking is presented as a methodology focused on problem solving in which the students will be able to develop new ideas, construct them and carry out a testing, looking into the acquired knowledge inside the classrooms. For that, a new approach is elaborated; in this approach teachers and students acquire a new role as knowledge and learning designers. It establishes a context that, supported by diverse international reports, analyses the innovation of education from the point of the new STEAM (Science, Technology, Engineering, Art & Mathematics) educational tendency and how different institutions and education politics start within the development of new tools and methods based on design strategies to offer and generate curricular models and tactics. The study analyses the evolution of 'STEM to STEAM' and how the inclusion of the term 'A' favours the creative link among disciplines of science and technology. The importance of using design-based strategies and the creativity as a priority for solution searching is highlighted in a meaningful way. In order to conduct this multidisciplinary management, DiTec methodology is developed, involving strategies based on design thinking as a creative guide towards the search of solutions and the use of new technologies as the curricular vehicle to experiment ideas and generate knowledge. To validate this research, three practical cases are performed, in which DiTec method-ology has allowed for standardization and for the viability of STEAM concept and how the term design is established as a future curricular discipline. / Azcaray Fernández, JK. (2019). METODOLOGÍA PARA INTEGRAR EL DISEÑO EN UN PROCESO CURRICULAR STEAM A TRAVÉS DEL USO DE LAS NUEVAS TECNOLOGÍAS CREATIVAS [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/125704

Even though disciplines that are not traditionally affiliated with design have started to show interest in design thinking such as business, education, healthcare, engineering, and IT (Clark and Smith, 2008; Cross, 2007, 2011; Dorst, 2011; Finn Connell, 2013; Lawson, 2004, 2006; Owen, 2007; Razzouk and Shute, 2012) design thinking studies has tended to focus on limited design disciplines such as architecture, engineering design, and industrial design and there are not enough studies to prove that designers in different design fields perform design processes as design thinking literature proposed (Kimbell, 2011). This qualitative study explores the design process of professionals from different design disciplines, in order to understand the similarities and differences between their process and the design activities proposed by the design thinking literature. Design strategies of experts from different design disciplines were studied and compared, in relation to the activities proposed by the design thinking literature. This basic qualitative study was designed to use semi-structured interviews as the qualitative method of inquiry. This study employed purposeful sampling, specifically criterion sampling and snowball sampling methods. The researcher interviewed nine designers from instructional design, fashion design, and game design fields. A semi-structured interview protocol was developed and participants were asked demographic questions, opinion and values questions, and ideal position questions. Demographic questions provided background information such as education and number of years of design experience for the participants. Opinion and value questions were asked to learn what participants think about the research questions. Ideal position questions let participants describe what good design would be. The researcher analyzed the interview data and the results were reported in a way to demonstrate the differences and similarities within and across disciplines. / Ph. D. / This study explores the design process of professionals from different design disciplines, in order to understand the similarities and differences between their process and the design activities proposed by the design thinking literature. In broad terms, design thinking can be defined as cognitive activities that designers are engaged in while involved in the design process (Cross, 2007, 2011; Liu, 1996; Owen, 2007) as well as the knowledge designers have (Kimbel 2011). Design thinking studies has tended to focus on limited design disciplines such as architecture, engineering design, and industrial design and there are not enough studies to prove that designers in different design fields perform design processes as design thinking literature proposed (Kimbell, 2011). The experience of professional designers in other design fields can provide a different and useful perspective to help us understand whether the essential characteristics of design thinking are consistent across different design fields. Design strategies of working professionals from different design disciplines were studied and compared, in relation to the activities proposed by the design thinking literature. The results were reported in a way to demonstrate the differences and similarities within and across discipline.

All teachers faced challenges adapting to teaching during the pandemic. This research was motivated by challenges specific to mentoring students working in teams on design projects for the first time. Using Design Thinking (DT) to design a virtual environment for teaching DT, we conducted a series of interviews and focus groups with our teaching team, and developed four generations of prototypes to solicit increasingly detailed feedback. Our final product is a semi-functional prototype which presents a clear vision of a Progress Widget which can serve multiple purposes for both student teams and their mentors. It is an adaptable map of the design journey, a gateway to a resource library with descriptions of each DT step available when and where students need them, a gauge of progress within the design journey, a communication hub to collect notifications, and an overview tool allowing mentors to see individual contributions to the overall project and to each design step in the journey. / Thesis / Master of Science (MSc)