A conceptual model for introducing design thinking in management schools. Serpes, C. & Menon, D. In November, 2017. abstract bibtex The paper investigates the need for introducing design thinking in management schools and proposes a conceptual model for the same based on community design intervention. Innovation is increasingly being seen as a core competence requirement for industries. Innovation requires a synergistic confluence of design, technology and management. Management students need to be equipped with design thinking in order to creatively manage and lead innovation in organisations. However the focus currently is on innovation management and implementation rather than opportunity identification. What are the key aspects of design thinking which would be of relevance in management schools? What are the methods which could enable management students to arrive at user-centered, creative ideas and opportunities? What could be the mode for internalizing these learnings? These were some of the aspects considered in order to prepare a framework for the case study. It was decided to introduce management students to opportunity identifications as well as creative design thinking through a community based intervention approach. A community based intervention approach would help in bringing rich real life experience into classroom education thus helping students to internalize the learning pertaining to design thinking in an experiential manner. The approach would also enable students to be self motivated and look for opportunities around them rather than be client driven in looking for opportunities. The local communities would benefit directly through the business opportunities generated and indirectly through learning approaches to solving problems by working together in a collaborative manner on the project. Based on the same a collaborative project was facilitated. B school students under faculty guidance explored diverse ways to solve a single problem. In the process they went beyond solution and discovered sustainable business ideas that converted the solution into multiple business opportunities for the stakeholders. The response also delivered solutions that could be extended and replicated enabling opportunity extension. Case study analysis was used to analyse the major problems faced by the students throughout the project as well as the key learning of the students during the project. Some of the major problems faced by the B school students during the project were in terms of their overall approach to the project. This included arriving at quick solutions rather than understanding various dimensions of the problem; logic driven solutions rather than creative, unique solutions and inability to come up with a range of diverse solutions. The analysis also helped identify creative methods and design approaches which enabled the students to break away from the set pattern of thinking. The analysis further resulted in a conceptual model which proposes the following key learning: 1. Meaning and value 2. Concerns 3. Empathetic understanding of stakeholders 4. Creative thinking 5. Opportunity identification and extension.
@inproceedings{serpes_conceptual_2017,
title = {A conceptual model for introducing design thinking in management schools},
abstract = {The paper investigates the need for introducing design thinking in management schools and proposes a conceptual model for the same based on community design intervention.
Innovation is increasingly being seen as a core competence requirement for industries. Innovation requires a synergistic confluence of design, technology and management. Management students need to be equipped with design thinking in order to creatively manage and lead innovation in organisations. However the focus currently is on innovation management and implementation rather than opportunity identification.
What are the key aspects of design thinking which would be of relevance in management schools? What are the methods which could enable management students to arrive at user-centered, creative ideas and opportunities? What could be the mode for internalizing these learnings? These were some of the aspects considered in order to prepare a framework for the case study. It was decided to introduce management students to opportunity identifications as well as creative design thinking through a community based intervention approach.
A community based intervention approach would help in bringing rich real life experience into classroom education thus helping students to internalize the learning pertaining to design thinking in an experiential manner. The approach would also enable students to be self motivated and look for opportunities around them rather than be client driven in looking for opportunities. The local communities would benefit directly through the business opportunities generated and indirectly through learning approaches to solving problems by working together in a collaborative manner on the project.
Based on the same a collaborative project was facilitated. B school students under faculty guidance explored diverse ways to solve a single problem. In the process they went beyond solution and discovered sustainable business ideas that converted the solution into multiple business opportunities for the stakeholders. The response also delivered solutions that could be extended and replicated enabling opportunity extension.
Case study analysis was used to analyse the major problems faced by the students throughout the project as well as the key learning of the students during the project. Some of the major problems faced by the B school students during the project were in terms of their overall approach to the project. This included arriving at quick solutions rather than understanding various dimensions of the problem; logic driven solutions rather than creative, unique solutions and inability to come up with a range of diverse solutions. The analysis also helped identify creative methods and design approaches which enabled the students to break away from the set pattern of thinking. The analysis further resulted in a conceptual model which proposes the following key learning: 1. Meaning and value 2. Concerns 3. Empathetic understanding of stakeholders 4. Creative thinking 5. Opportunity identification and extension.},
author = {Serpes, Cedric and Menon, Dr.Gayatri},
month = nov,
year = {2017}
}
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Management students need to be equipped with design thinking in order to creatively manage and lead innovation in organisations. However the focus currently is on innovation management and implementation rather than opportunity identification. What are the key aspects of design thinking which would be of relevance in management schools? What are the methods which could enable management students to arrive at user-centered, creative ideas and opportunities? What could be the mode for internalizing these learnings? These were some of the aspects considered in order to prepare a framework for the case study. It was decided to introduce management students to opportunity identifications as well as creative design thinking through a community based intervention approach. A community based intervention approach would help in bringing rich real life experience into classroom education thus helping students to internalize the learning pertaining to design thinking in an experiential manner. The approach would also enable students to be self motivated and look for opportunities around them rather than be client driven in looking for opportunities. The local communities would benefit directly through the business opportunities generated and indirectly through learning approaches to solving problems by working together in a collaborative manner on the project. Based on the same a collaborative project was facilitated. B school students under faculty guidance explored diverse ways to solve a single problem. In the process they went beyond solution and discovered sustainable business ideas that converted the solution into multiple business opportunities for the stakeholders. The response also delivered solutions that could be extended and replicated enabling opportunity extension. Case study analysis was used to analyse the major problems faced by the students throughout the project as well as the key learning of the students during the project. Some of the major problems faced by the B school students during the project were in terms of their overall approach to the project. This included arriving at quick solutions rather than understanding various dimensions of the problem; logic driven solutions rather than creative, unique solutions and inability to come up with a range of diverse solutions. The analysis also helped identify creative methods and design approaches which enabled the students to break away from the set pattern of thinking. The analysis further resulted in a conceptual model which proposes the following key learning: 1. Meaning and value 2. Concerns 3. Empathetic understanding of stakeholders 4. Creative thinking 5. 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