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