Learning Objectives / Competencies
Subject-Specific Competence
Students understand the theoretical foundations, principles, and fields of application of Design Thinking as a human-centered approach to innovation. They are familiar with the phases of the Design Thinking process and understand their relevance for the development of innovative products, services, business models, and organizational solutions (e.g., process design).
Methodological Competence
Students are able to systematically address complex and open-ended problems using the Design Thinking approach. They can analyze user needs, apply appropriate user research methods, structure problem spaces, generate and evaluate creative ideas, and develop and, where appropriate, test prototypes. Students master selected creativity, facilitation, and visualization techniques and are able to use digital tools to support collaborative innovation processes.
Self-Competence
Students develop the ability to deal constructively with uncertainty, ambiguity, and iterative development processes. They reflect on their own thinking and actions within innovation processes and learn to view mistakes as opportunities for learning. Furthermore, they strengthen their initiative, creativity, and capacity for independent and lifelong learning.
Social Competence
Students work in small project teams and exchange ideas regarding the problems to be addressed and potential solutions. They are able to document project work appropriately for different target audiences using modern tools and media. In addition, they can collaborate effectively in interdisciplinary teams, provide and receive constructive feedback, integrate diverse perspectives, and present and defend their results in a manner appropriate to the intended audience.
Contents
Students will, for example, learn about:
- Fundamentals, principles, and mindset of Design Thinking
- Design Thinking as an approach to innovation management
- User-centeredness and Human-Centered Design
- Problem identification and problem framing
- User research methods (e.g., interviews, observations, empathy maps)
- Development of personas and customer journeys
- Creativity techniques for idea generation
- Divergent and convergent thinking
- Idea generation, evaluation, and selection
- Testing and validation of solution concepts
- Iterative development and learning processes
- Collaborative innovation work in interdisciplinary teams
- Documentation and presentation of innovation projects
- Working on a practice-oriented innovation project throughout the entire Design Thinking process
Teaching and Learning Methods
- Interactive lectures and seminars
- Project-based learning
- Self-directed learning / experiential learning
- Presentations and peer feedback
Literature
- Brown, T. (2009). Change by Design: How Design Thinking Creates New Alternatives for Business and Society. Harper Business.
- Lewrick, M., Link, P., & Leifer, L. (2020). The Design Thinking Toolbox. Wiley.
- Meinel, C., & von Thienen, J. (Eds.) (2024). Design Thinking. Springer Gabler.
- Plattner, H., Meinel, C., & Leifer, L. (Eds.) (2018). Design Thinking Research. Springer.
- Stickdorn, M., Hormess, M., Lawrence, A., & Schneider, J. (2018). This Is Service Design Doing. O’Reilly.
- Osterwalder, A., Pigneur, Y., Bernarda, G., & Smith, A. (2014). Value Proposition Design. Wiley.
- Liedtka, J., Salzman, R., & Azer, D. (2017). Design Thinking for the Greater Good. Columbia University Press.
Design Thinking