Design Thinking

Code:

MIET0028

Acronym:

DT

Keywords
Classification	Keyword
OFICIAL	Technological Sciences

Instance: 2023/2024 - 1S

Active?	Yes
Responsible unit:	Department of Industrial Engineering and Management
Course/CS Responsible:	Master in Innovation and Technological Entrepreneurship

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MIET	20	Syllabus since 2008/09	1	-	3	21	81

Teaching language

English

Objectives

On completion of this course, students shall know to identify the principal characteristics of Design Thinking, and differentiate the various process models and tools, by developing a creative and critical attitude about this innovation method.

 

Learning outcomes and competences

The competences to be developed in the UC are:

- Contextual sensitivity (when and how Design Thinking techniques are used in innovation processes).

- Autonomous research in the domain of Design Thinking and Innovation.

- Familiarisation with the steps of a DT process.

- Hands-on experience in framing, concept exploration, developing and communicating new solutions and scenarios for products, services or business models.

- Awareness of multidisciplinary team work dynamics in innovation processes.

- Intrinsic motivation to carry out entrepreneurial projects.

- Critical reflection on Design Thinking and its applicability in the organisational universe.

- Creative and enterprising attitudes.

Working method

Presencial

Program

In this one semester course, students will be introduced to the concept of Design Thinking and the different process models, which offer a set of techniques that, in turn, help accelerate, flexibilize, visualize and improve innovation processes. Through a theoretical exposition and a later application, the DT tools will be practiced in exercises of investigation, idea generation, experimentation and the development of concepts and new business models.

In this way, the thematic areas of the CU are:

- Introduction to the concept of Design Thinking (the evolution of the concept and the essential principles).

- Analysis and presentation of case studies.

- Design Thinking process models (comparative analysis of 5 different models: Stanford / Hasso Plattner, IDEO, British Council, Mindshake, Liedka & Ogilvie).

- Techniques of Design Thinking (introduction of the most used tools).

- Development of a thematic project from the identification of a business opportunity to the communication of the solution.

Mandatory literature

Brown, T.; Change by Design. How Design Thinking transforms organisations and inspires innovation, Harper Collins, 2009
Roger L. Martin; The design of business. ISBN: 978-1-4221-7780-8
Tschimmel, K. (Coord.); Creativity and Innovation Affairs, Mindshake, 2022. ISBN: ISBN 978-989-33-3024-1 (Available in: https://blog.mindshake.pt/shop/are-they-or-are-they-not-creativity-affairs/)

Complementary Bibliography

Liedka, J., Ogilvie, T.; Designing for Growth, Columbia Business School, 2011
Liedka, J.; Innovative ways companies are using design thinking, Strategy & Leadership, Vol. 42, Iss 2. pp. 40 - 45. , 2014 (Available in: https://www.semanticscholar.org/paper/Innovative-ways-companies-are-using-design-thinking-Liedtka/7f09f8f30fc82c18dfd0d72e1d1ac433b1541539)
Mootee, I.; Design Thinking for Strategic Innovation, Wiley & Sons, 2013
Tschimmel, K. ; Design Thinking as an effective toolkit for innovation, In Proceedings of the XXIII ISPIM Conference: Action for Innovation: Innovating from Experience. Barcelona., 2012 (Available in: https://www.academia.edu/1906407/Design_Thinking_as_an_effective_Toolkit_for_Innovation)
Katja Tschimmel; Toolkit Evolution 6. An E-handbook for practical Design Thinking for Innovation. , Mindshake., 2018

Comments from the literature

This year, the practical classes on the DT tools will be realised online, using Zoom and the Miro Board

Teaching methods and learning activities

For the purpose of internalised learning and 'valuable' experiences, the privileged methodology within the scope of the CU will include didactic actions of a diverse nature: lectures, critical review of literature and DT models, presentation and discussion of case studies, experimentation of DT tools in short exercises and some longer ones, and visualisation of the new knowledge acquired. The applied methods vary from the execution of texts or maps that synthesise the topics covered (participatory method), the exploration and application of heuristic techniques in group work (active and experimental method), and the reflection about the experienced heuristic (metacognitive method).

The evaluation will be based on the realisation of all proposed exercises throughout the CU and the elaboration of a final dossier, composed of graphic, text and audio-visual elements that result from the various evaluation moments existing during the semester. Another element of evaluation is the intervention and qualitative participation in the theoretical-practical classes, attendance and punctuality.

Final dossier, composed of material that resulted from the exercises (individual and group) and the project carried out throughout the UC, autonomous research and critical readings (60%).

Interventional and qualitative participation in theoretical-practical classes, attendance and punctuality (40%).

Software

Zoom
Miro

Evaluation Type

Distributed evaluation without final exam

Assessment Components

Designation	Weight (%)
Participação presencial	40,00
Trabalho prático ou de projeto	60,00
Total:	100,00

Amount of time allocated to each course unit

Designation	Time (hours)
Frequência das aulas	21,00
Elaboração de projeto	14,00
Estudo autónomo	18,00
Trabalho de investigação	8,00
Trabalho escrito	14,00
Trabalho de campo	6,00
Total:	81,00

Eligibility for exams

70% of presence in the classes

Calculation formula of final grade

Final dossier, composed of material that resulted from the exercises (individual and group) and the project carried out throughout the UC, autonomous research and critical readings (60%).

Once the final dossier has been delivered, there is no room for improvement. However, students can ask for clarification of what is intended by the preparation of the dossier, but only up to 2 weeks before the submission date.

Interventional and qualitative participation in theoretical-practical classes, attendance and punctuality (40%).

The grade based on attendance cannot be improved.