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LEARNING FROM THE EXPERTS: DESIGN SCHOOL FACULTY PERSPECTIVES ON DESIGN THINKING. Panelists . Jeremy Alexis Illinois Institute of Technology (IIT) Nathan Shedroff California College of the Arts Moderator: Jeanne Liedtka, UVA Darden School. 2. Question 1 .

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LEARNING FROM THE EXPERTS:

DESIGN SCHOOL FACULTY PERSPECTIVES ON DESIGN THINKING

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Panelists

Jeremy Alexis

Illinois Institute of Technology (IIT)

Nathan Shedroff

California College of the Arts

Moderator: Jeanne Liedtka, UVA Darden School

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Question 1

  • What are the core lessons that you want to leave your students with about the design approach?

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Start with a narrow user group and a broad activity

Pick a sufficiently abstract activity:

Pick a “seed” customer group:

Mobility

Air Travel

Universal Design:

Lead User

Check in experience

Button on the kiosk

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Sketch to think, prototype to test

There are many forms of sketching:

Prototyping can reduce uncertainty:

Framework: Lauren Braun / Paul Keck / John Shin / Stephanie Smith 2012

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“MAKE” is the new “THINK”

  • We learn as much by making as thinking—and different things.
  • Product Dev. Isn’t just another check box.
  • Reframing is the critical step.
  • Everything should be designed, including business models, strategies, and plans.
  • Design is fiction—but so is business.

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Critique is Necessary and Positive (when done well).

No one creates great things by themselves(Everyone is needed)

Critique ≠ Testing

Design Research ≠

Market Research

LEFTBRAIN(ANALYTICAL)

RIGHT BRAIN
(EXPERIENTIAL)

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Meaning is the Most Important Offer

Meaning can be evoked strategically

Product experiences

and customer relationships

are narratives.

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Question 2

  • What do you see as the big obstacles facing non-design faculty as they introduce design thinking into the curriculum?

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You need to love ambiguity

Make recommendations

Prove or disprove hypotheses

Generate hypotheses

Frame the start

Observe and get inspired

Abstract and restate opportunity space

INDUCTION

DEDUCTION

Develop alternatives (brainstorming and sketching)

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Design Thinking Disturbs Analytical Thinkers

  • There is no “recipe” (though there is a process).
  • Numbers don’t tell the whole story.
  • Design thinking leads you places you don’t expect (and to better solutions).
  • Cooperation is as important as competition.
  • Business Administrators won’t “get it.”
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Question 3

  • What advice would you give Business School faculty interested in teaching design thinking?

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Question 3

  • Develop your point of view
  • Practice critique
  • Break as many rules as feasible
  • Don’t teach using PPTs with bullet points

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You Can’t Teach Design in a Lecture Hall

  • Partner with others who already know the process (faculty, professionals, etc.).
  • Mix students from different backgrounds.
  • Get students to suspend their disbelief.
  • Find or build a “studio:” large open spaces instead of lecture halls.
  • Write on the walls (and everything else).
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Un-teach Students Traditional Business

  • “The business of business is business.”
  • “Corporations are people, my friend.”
  • “Free Markets”
  • “Leadership follows authority.”
  • “The Founding Fathers were pro-business.”
  • “You need to protect your ideas.”