How to set up a formal Design Thinking course that works? A practical guide for higher education settings

Abstract

Design Thinking has been gaining ground in different disciplines at higher education institutions worldwide as it is seen as a way to develop 21st century student skills; especially creativity, problem solving and teamwork. It provides a student-centred approach linked to constructivist learning theory. However, the available literature fails to shed light on how to successfully facilitate Design Thinking for non-designers, not only to learn the methodology but also to improve such 21st century skills. This paper shares a thorough guide to assist any educator or educational manager interested in implementing an evidence-based intervention that has proven to teach Design Thinking while also improving key skills such as problem solving, creativity and teamwork. We provide full disclosure of a semester-wide intervention of a university level course for first-year undergraduate students enrolled in different programs. We present results about the course effectiveness from the point of view of students, facilitators and sponsors. Key features of this course design include: a stepwise approach to learn the Design Thinking methodology, class sessions that follow a hands-on approach with space for instant feedback, exposition to real-life problems and teamwork, and a classroom environment pertinent for teaching Design Thinking. This work not only provides theoretical and practical implications but also serves as a guiding framework for effective design facilitation, from non-designer facilitators to non-designer students, with potential to be applied, adjusted, or even rebuilt for diverse subject disciplines and specific contexts.