Design Thinking Pedagogy: Facilitating Innovation and Impact in Tertiary Education

Cara Wrigley · Genevieve Mosely

thg 8 2022 · Taylor & Francis

Giới thiệu về sách điện tử này

The problems facing society today are complex, multifaceted, and require crossing multiple disciplinary boundaries. As such, these problems call for interdisciplinary collaboration, including new and different combinations of skills and knowledge. Currently, tertiary education providers are not well-positioned to develop these interdisciplinary capabilities at a rate commensurate with the speed of contemporary change. This book places design thinking as the catalyst to create change in the tertiary education sector and to build interdisciplinary skill sets that are required for the graduate of the future. By presenting a series of case studies and drawing on global experts in the field, this book investigates pedagogical approaches, disciplinary facilitation practice, curriculum integration, and a framework for understanding design thinking pedagogy within tertiary education. Focusing on how educational institutions can produce innovative graduates with the ability to traverse disciplinary constraints, this book will be essential reading for research students, academics, and industry practitioners.

Giới thiệu tác giả

Cara Wrigley is a professor of design innovation at The University of Queensland and director of the Design Innovation Research Lab (DiLab). Cara leads a team of design researchers on projects spanning education, health care, science, business, and defence, crossing interdisciplinary boundaries. Cara has published extensively on the application and adoption of design, which has been disseminated through a number of books, including Design Innovation and Integration (2021, BIS Publishers, co-authored with Karla Straker and Erez Nusem), Design Innovation for Health and Medicine (2020, Palgrave Macmillan, co-authored with Karla Straker and Erez Nusem), and Affected: Emotionally Engaging Customers in the Digital Age (2018, Wiley, co-authored with Karla Straker). Cara has more than 60 refereed papers in outlets such Design Issues, Journal of Cleaner Production, Energy Policy, California Management Review, ASAIO Journal, and Journal of Cardiovascular Nursing. She is the editor-in-chief of the Journal of Design, Business & Society. Cara holds extensive experience in curriculum development and delivery. During her time at The University of Sydney she developed and delivered a Massive Open Online Course (MOOC) on Design Innovation (2018), rolled out a university-wide Design Major (2018), and launched the Master of Design Innovation and Strategic Design (2019) program. She is passionate about providing positive student and supervisor experiences and has presented at a number of universities on the topic of academic development and PhD supervision. She has advised colleagues and higher degree students on developing efficient and successful ways to collaborate, building professional networks, and working with industry partners.

Genevieve Mosely is a research fellow at the Design Innovation Research Lab (DiLab) and a PhD candidate at The University of Queensland. Genevieve’s research focuses on design education as well as the application of design thinking to help capture new value through better understanding users and their needs. She has practical experience working in partnership with industry, including the Royal Australian Air Force, the Australian Defence College, and TAFE NSW, employing design innovation methods to help gain and sustain competitive advantage. She has published in high-quality peer-reviewed journals including Thinking Skills and Creativity, The International Journal of Technology and Design Education, The Australian Educational Researcher, and She Ji: The Journal of Design, Economics, and Innovation. Her PhD research utilises a qualitative approach to contribute to current discourse on design practice, through specifically drawing attention to design facilitation. Genevieve holds a unique combination of undergraduate and postgraduate degrees in architecture and education, which have been drawn upon in the development of this book.