Operation Compass is an ongoing ethnographic research study, and this paper is focused on phase two: integrating a social impact framework into the foundation of Operation Compass to develop design interventions for the complex social justice issue of human trafficking. In order to develop the parameters of a foundational framework, we need to (1) develop an understanding of the ethos of the existing social system among the service providers in the fight against human trafficking, (2) define key factors from existing frameworks that could potentially apply to Operation Compass, and (3) define necessary collaborations of formal and informal partners. Established organizations have provided a structure to the nature of wicked problems related to human trafficking, thus providing a space for Operation Compass to develop an understanding of the ethos of entities involved in the fight against human trafficking. The partnerships we have, both formal and informal, have been an integral aspect of our work and have afforded us the opportunity to expand upon the limitations of the first phase. This understanding has benefited our collaborations and partners and will be implemented into the foundational framework of Operation Compass. The ability to convey to social service agencies the value of design interventions has been a social impact process—not only because of the topic of focus but also, more importantly, due to the nature of our collaborations and partnerships.
This paper investigates ways to create design thinking courses that speak to design students’ motivation based on the United Nations Sustainable Development Goals (UN SDG). The question is examined through a case study at the Royal Danish Academy of Fine Arts, School of Design (KADK), in which third-semester students from eight design disciplines engaged in a six-week project-based design thinking course with UN City Copenhagen as an external partner. KADK is hard at work to secure faster recruitment because the number of students accepted has been cut due to high unemployment rates among graduates. One strategy is to devote three years to the 17 UN SDGs; another initiative is to educate students to be able to work outside traditional areas of design.
Previous experiences and research show that although some design disciplines find cross-disciplinary design thinking courses to be a natural extension of their practice, others are demotivated, saying they take time away from discipline-relevant projects and are generally a waste of time. With the intent to heighten students’ motivation to engage in the learning process, the course design integrates motivational factors such as a meaningful topic, working with real-life challenges, collaborating with a high-profile external partner, and positioning design thinking as a means to complex problem solving and innovation in public and private sectors.
Data consist of qualitative, written student responses, submitted at the outset of the course and then again two weeks into the program, allowing for open reflection about what motivates and demotivates them. Student responses are compared to the applied motivational factors and to theories on motivation and creativity.
Contrary to expectations, there is a marked shift—from the initial responses to the replies two weeks later—in the students’ perception: virtually every student is now motivated by learning design methods and collaboration skills. Equally surprising, the topic itself only motivates a small portion of the students. Hence, it is a mistake to believe that the UN SDGs in themselves constitute the engine and drive for student motivation.
Based on the findings, the paper offers suggestions for future courses. First, to increase students’ intrinsic motivation, it will be helpful to (1) narrow down the SDGs to less complex subthemes and (2) explicitly address the exploratory nature of the investigation and include theory and supervision of how to handle the vexing emotions when entering complex territory.
Second, the general desire to acquire design thinking competencies should be built upon, placing more emphasis on creative thinking skills, individually and in teams.
Third, teachers need to be aware of how the pressure to secure recruitment might affect the creative performance of design students. If the push is too great, this extrinsic motivator can jeopardize the students’ ability to get in touch with thei
Our world has changed radically over the last several decades. Almost every domain of our lives is affected by disruptions in technology—our economy, culture, and education, as well as social lives. We are living in an environment that is characterized by high levels of volatility, uncertainty, complexity, and ambiguity (“VUCA world”). These changes bring about completely new challenges on an individual, an organizational, and a global level. Whereas classical approaches to design and innovation are based on the assumption that we can “solve” these challenges by applying techniques and methods of “problem solving,” of (social) collaboration, co-creation, or co-design, this paper challenges this “classical” understanding of “together” and “co-.”
We will develop and take a closer look at three forms of “together” and “co-,” investigating the relationship between the designer/innovator, his or her material and environment, and the involved stakeholders and their being embedded in ecosystems, as well as the future he or she is designing for: (a) being/working together and collaborating with others (socio-epistemic dimension); (b) being together, interacting and corresponding with the material/world (co-becoming dimension); and (c) being together and co-developing with the future as “learning from the future as it emerges.”
It will be shown how these forms of together are related to design and innovation, and we will develop implications concerning new skills and mind-sets.
In large organizations, innovation activities often take place in separate departments, centers, or studios. These departments aim to produce prototypes of solutions to the problems of operational business owners. However, too often these concepts remain in the prototype stage: they are never implemented and fall into what is popularly termed the Valley of Death.
A design approach to innovation is presented as a solution to the problem. However, practice shows that teams that use design nevertheless encounter implementation challenges due to the larger infrastructure of the organization they are part of. This research aims to explore which organizational factors contribute to the Valley of Death during design innovation. An embedded multiple case study at a large heritage airline is applied. Four projects are analyzed to identify implementation challenges. A thematic data analysis reveals organizational design, departmental silos, and dissimilar innovation strategies contribute to the formation of, and encounters with, the Valley of Death. Arising resource-assignment challenges that result from these factors are also identified. Materialization, user-centeredness, and holistic problem framing are identified as design practices that mitigate encounters with the Valley of Death, thus leading to projects being fully realized.
The dramatic advancement of Internet of Things technology and smart services has encouraged the integration of smart home and healthcare service. Despite various research studies on the technology of smart home healthcare services, it is essential to approach those services from the service experience perspective. Moreover, it would be significant to consider the context and environment of smart services, namely, “smart servicescapes,” as they can influence users’ perceptions and experiences. With this background, the aim of this study was to examine the smart servicescape framework that was developed based on the smart home services in the prior study from the domain of smart home healthcare services and to ameliorate the framework to better reflect the characteristics of smart services.
During the qualitative analysis of 21 user-scenario movie clips on smart home healthcare services, the smart servicescape elements were recategorized and relabeled, and the structure of smart servicescape framework was modified. The values of the improved smart servicescape framework can be identified in two aspects. First, the framework can demonstrate the characteristics of smart services, namely, the omnipresence of Datascape and Connection infra and the mediating role of artificial intelligence. Second, this framework can be used to establish design requirements about service elements, relationships, and interactions when the smart service experiences, including smart home healthcare, are designed.
The following research explores methods to develop an entrepreneurial culture with a growth mindset among adolescents, within the age bracket of 9 to 11 years old. In doing so, the proposal argues for the cultivation of an alternative learning experience that would not only challenge the rigorous hold of traditional academia over student imagination, but also acknowledge the impact of climate change, a surge in population growth, and high levels of automation, which, if left unaddressed, may jeopardize human ability to preserve capital and create long-term sustained growth.
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