Browsing by Subject "design thinking"

Now showing 1 - 3 of 3
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    Innovate With Design Thinking in the Sport Management Capstone Course
    (Human Kinetics, 2019) Pierce, David; Davies, Melissa; Kryder, Bryan; Tourism, Conventions, and Event Management, School of Physical Education and Tourism Management
    This article outlines an opportunity for sport management instructors to integrate design thinking as a pedagogical tool into their classrooms to align with the demands of today’s innovative and evolving sport industry. Design thinking enables students to become designers and to approach problems from an empathetic and creative perspective to promote innovative solutions to a wide range of problems. This article will introduce design-thinking concepts and how they align with the advancing sport management curriculum before outlining the steps required for instructors to incorporate design thinking into a sport management capstone class.
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    Street Vending and Design Thinking: A Provocation
    (2011) Sernsukskul, Sareena; Sanematsu, Helen
    The spontaneity of make/do culture of street vendors in Bangkok is an example of the practice of integrative thinking and contextual praxis that predates and parallels the postmodern integrative and contextual advocacies of Design Thinking. It is materialized as resourcefulness and flexibility in the eclectic creation of vending stalls whether mobile or otherwise, and also as the improvisational intervention of street vendors in public space. It taps into the indigenous cultural condition of Buddhism of ‘an aware mind’ which according to Julia Cameron is the state of creativity. Contemporary designers can learn from the practices of the street vendors in Thailand. As such, Thai street vending reveals a link between Thai culture and Buddhism, and Design Thinking.
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    What challenges face young professionals seeking leadership?
    (Office of the Vice Chancellor for Research, 2016-04-08) Stevens, Madison
    A gigamap was created which utilized design thinking and people-centered design to better understand what challenges face young professionals seeking leadership. Madison Stevens was the design researcher for the project, completing the research for the Herron School of Art and Design graduate course: Methods for Design Analysis, instructed by Terri Wada. IBJ’s 2015 Forty under 40 list was identified as an optimal context with many stakeholders that could offer insights regarding leadership. Interviews were conducted utilizing different design research methods with thirteen of the stakeholders. The first round of participants gave their insights based on a developed question framework. The second round of participants built upon the first round insights, and began to order and analyze the relationships between the challenges. The final round of participants validated the data collected from the previous rounds and helped to further prioritize the core challenges, highlighting that being true to yourself is the most difficult and most important challenge. Insights were collected and the data was synthesized by visualizing the participant’s understanding through the gigamap. The gigamap demonstrates the complexity of the context, and serves as a visual tool for understanding the problem spaces that exist. The end product is a challenge statement that can be used to begin the ideation process towards actionable solutions. Based on the insights gathered from the stakeholders, you must first know yourself before you can be true to yourself. In order to know yourself you have to be able to balance the other challenges that present themselves throughout your experience as a leader. Many of the challenges contradict each other, which is why finding a balance between them is crucial. The final challenge statement is: How might we help young professionals find balance in order to stay true to themselves in their quest for leadership?