TY - CONF
T1 - Teaching innovation in interdisciplinary environments
T2 - 2018 SIGED International Conference on Information Systems Education and Research
AU - Wiesche, Manuel
AU - Leifer, Larry
AU - Uebernickel, Falk
AU - Lang, Michael
AU - Byler, Eric
AU - Feldmann, Niels
AU - Garcia-Cifuentes, Juan Pablo
AU - Höltää-Otto, Katja
AU - Kelly, Kevin
AU - Satzger, Gerhard
AU - Suzuki, Sushi
AU - Thong, Christine
AU - Vignoli, Matteo
AU - Krcmar, Helmut
N1 - Publisher Copyright:
© 2018 Association for Information Systems. All rights reserved.
PY - 2018
Y1 - 2018
N2 - An increasing number of universities offer user-centric innovation courses based on the principles of design thinking. Lecturers combine a plethora of design thinking elements in design thinking course syllabi and thereby adopt teaching styles that range from autonomy-supportive to structured. Using a balance between these two teaching styles seems most suitable to optimally engage students and provide guidance through the innovation process. To develop a syllabus for innovation courses, we draw on best practices currently being undertaken in universities worldwide and examine 11 design thinking syllabi from different departments (Engineering, Design, Business, and Information Systems). We identify 17 common and 18 unique elements of design thinking courses and related course materials. Based on our results, we propose a design thinking syllabus that includes suggestions for course objectives, course setup, assignment design, and team composition using a balance between autonomous-support and structural teaching styles.
AB - An increasing number of universities offer user-centric innovation courses based on the principles of design thinking. Lecturers combine a plethora of design thinking elements in design thinking course syllabi and thereby adopt teaching styles that range from autonomy-supportive to structured. Using a balance between these two teaching styles seems most suitable to optimally engage students and provide guidance through the innovation process. To develop a syllabus for innovation courses, we draw on best practices currently being undertaken in universities worldwide and examine 11 design thinking syllabi from different departments (Engineering, Design, Business, and Information Systems). We identify 17 common and 18 unique elements of design thinking courses and related course materials. Based on our results, we propose a design thinking syllabus that includes suggestions for course objectives, course setup, assignment design, and team composition using a balance between autonomous-support and structural teaching styles.
KW - Course syllabus
KW - Design thinking
KW - Interdisciplinary lecture
KW - Teaching innovation
UR - http://www.scopus.com/inward/record.url?scp=85084018137&partnerID=8YFLogxK
M3 - Paper
AN - SCOPUS:85084018137
Y2 - 12 December 2018 through 13 December 2018
ER -