1. Home
  2. Vol 7 (2023)
  3. Victorino

The Value of Design Thinking for PhD Students: A Retrospective Longitudinal Study

Guilherme Victorino, Pedro S. Coelho, Roberto Henriques

Abstract


Doctoral studies are changing worldwide, with growing concerns about doctoral graduates' employability and ability to develop relevant links with industrial challenges. The present study aims examine the impact of Design Thinking skills on PhD students on their future academic and professional performance. Drawing on 7 years of pedagogical experimentation, we conducted a mixed methods longitudinal study to investigate the perceptions of students who attended a two-day Design Thinking workshop. Two questionnaires, with a total of 40 items measuring the quality and course impact dimensions, were given to 415 and 41 students, respectively. Finally, 12 students were chosen for in-depth interviews to learn more about how they applied their newly acquired design thinking skills in their research and work. Our findings show that developing Design Thinking skills impacts the professional lives of students of all fields of knowledge, ages, and stages of their PhD. The primary outcomes mentioned are associated with increased creative confidence and collaboration abilities. This study focuses on relevant dimensions for designing and delivering Design Thinking skills within doctoral programmes, as well as the impact of design thinking on the quality of PhD education and student employability opportunities.

 

Doi: 10.28991/ESJ-2023-SIED2-02

Full Text: PDF


Keywords


Doctoral Education; Design Thinking; Employability; Transferable Skills; Integrative Learning; PhD Pedagogy; Teaching; Learning.

References


Golde, C. M. (2005). The Role of the Department and Discipline in Doctoral Student Attrition: Lessons from Four Departments. The Journal of Higher Education, 76(6), 669–700. doi:10.1080/00221546.2005.11772304.

Gould, J. (2015). How to build a better PhD. Nature, 528(7580), 22–25. doi:10.1038/528022a.

Germain-Alamartine, E., & Moghadam-Saman, S. (2020). Aligning doctoral education with local industrial employers’ needs: a comparative case study. European Planning Studies, 28(2), 234–254. doi:10.1080/09654313.2019.1637401.

Santos, J. M., Horta, H., & Heitor, M. (2016). Too many PhDs? An invalid argument for countries developing their scientific and academic systems: The case of Portugal. Technological Forecasting and Social Change, 113, 352–362. doi:10.1016/j.techfore.2015.12.013.

Cedefop, L. (2016). Future skill needs in Europe: Critical labour force trends. Cedefop research paper (59), Publications Office, Luxembourg.

Durette, B., Fournier, M., & Lafon, M. (2016). The core competencies of PhDs. Studies in Higher Education, 41(8), 1355–1370. doi:10.1080/03075079.2014.968540.

Nerad, M., & Evans, B. (2014). Globalization and Its Impacts on the Quality of PhD Education. Globalization and Its Impacts on the Quality of PhD Education, 5–30, Springer, Rotterdam, Netherlands. doi:10.1007/978-94-6209-569-4.

Mantai, L., & Marrone, M. (2022). Identifying skills, qualifications, and attributes expected to do a PhD. Studies in Higher Education, 47(11), 2273–2286. doi:10.1080/03075079.2022.2061444.

Lam, C. K. C., Hoang, C. H., Lau, R. W. K., Cahusac de Caux, B., Chen, Y., Tan, Q. Q., & Pretorius, L. (2019). Experiential learning in doctoral training programmes: fostering personal epistemology through collaboration. Studies in Continuing Education, 41(1), 111–128. doi:10.1080/0158037X.2018.1482863.

Bridges, D. (1993). Transferable skills: A philosophical perspective. Studies in Higher Education, 18(1), 43–51. doi:10.1080/03075079312331382448.

Nägele, C., Stalder, B.E. (2017). Competence and the Need for Transferable Skills. Competence-based Vocational and Professional Education. Technical and Vocational Education and Training: Issues, Concerns and Prospects, 23, Springer, Cham, Switzerland. doi:10.1007/978-3-319-41713-4_34.

Baldwin, T. T., & Ford, J. K. (1988). Transfer of Training: a Review and Directions for Future Research. Personnel Psychology, 41(1), 63–105. doi:10.1111/j.1744-6570.1988.tb00632.x.

Saks, A. M., & Burke-Smalley, L. A. (2014). Is transfer of training related to firm performance? International Journal of Training and Development, 18(2), 104–115. doi:10.1111/ijtd.12029.

Hasgall, A., & Peneoasu, A. M. (2022). Doctoral education in Europe: current developments and trends. European UniversityAssociation, Geneva, Switzerland.

Marques, J., & Rosado-Pinto, P. (2017). Doctoral Education: More a Tool than a Passport. Medicina Interna, 24(3), 178–182.

Escudeiro, N., Escudeiro, P., Barata, A., & Lobo, C. (2011). Enhancing students team work and communication skills in international settings. 2011 International Conference on Information Technology Based Higher Education and Training. doi:10.1109/ithet.2011.6018683.

Wrigley, C., & Straker, K. (2017). Design Thinking pedagogy: the Educational Design Ladder. Innovations in Education and Teaching International, 54(4), 374–385. doi:10.1080/14703297.2015.1108214.

Panke, S. (2019). Design Thinking in Education: Perspectives, Opportunities and Challenges. Open Education Studies, 1(1), 281–306. doi:10.1515/edu-2019-0022.

Plano Clark, V. L., Anderson, N., Wertz, J. A., Zhou, Y., Schumacher, K., & Miaskowski, C. (2015). Conceptualizing Longitudinal Mixed Methods Designs: A Methodological Review of Health Sciences Research. Journal of Mixed Methods Research, 9(4), 297–319. doi:10.1177/1558689814543563.

Mowbray, S., & Halse, C. (2010). The purpose of the PhD: Theorising the skills acquired by students. Higher Education Research and Development, 29(6), 653–664. doi:10.1080/07294360.2010.487199.

Horta, H. (2018). PhD students’ self-perception of skills and career plans while in doctoral programs: are they associated? Asia Pacific Education Review, 19(2), 211–228. doi:10.1007/s12564-018-9532-y.

Lazurko, A., Alamenciak, T., Hill, L. S., Muhl, E.-K., Osei, A. K., Pomezanski, D., Schang, K., & Sharmin, D. F. (2020). What Will a PhD Look Like in the Future? Perspectives on Emerging Trends in Sustainability Doctoral Programs in a Time of Disruption. World Futures Review, 12(4), 369–384. doi:10.1177/1946756720976710.

Kolko, J. (2015). Design thinking comes of age. Harvard Business Review, Vol 2015, Issue September. Available online: https://cdn.fedweb.org/fed-42/2892/design_thinking_comes_of_age.pdf (accessed on June 2022).

Dell’Era, C., Magistretti, S., Cautela, C., Verganti, R., & Zurlo, F. (2020). Four kinds of design thinking: From ideating to making, engaging, and criticizing. Creativity and Innovation Management, 29(2), 324–344. doi:10.1111/caim.12353.

Brown, T., & Katz, B. (2011). Change by Design. Journal of Product Innovation Management, 28(3), 381–383. doi:10.1111/j.1540-5885.2011.00806.x.

Cooper, R., Junginger, S., & Lockwood, T. (2009). Design Thinking and Design Management: A Research and Practice Perspective. Design Management Review, 20(2), 46–55. doi:10.1111/j.1948-7169.2009.00007.x.

Magistretti, S., Ardito, L., & Messeni Petruzzelli, A. (2021). Framing the microfoundations of design thinking as a dynamic capability for innovation: Reconciling theory and practice. Journal of Product Innovation Management, 38(6), 645–667. doi:10.1111/jpim.12586.

Matthews, J., & Wrigley, C. (2017). Design and Design Thinking in Business and Management Higher Education. Journal of Learning Design, 10(1), 41. doi:10.5204/jld.v9i3.294.

Koh, J.H.L., Chai, C.S., Wong, B., Hong, HY. (2015). Design Thinking and 21st Century Skills. In: Design Thinking for Education. Springer, Singapore. doi:10.1007/978-981-287-444-3_3.

Lor, R. (2017). Design thinking in education: A critical review of literature. Asian Conference on Education and Psychology, 24-26 May, 2017, Bangkok, Thailand.

Brown, T. (2008). Design thinking. Harvard Business Review, June 2008, 1-11.

Klenner, N. F., Gemser, G., & Karpen, I. O. (2022). Entrepreneurial ways of designing and designerly ways of entrepreneuring: Exploring the relationship between design thinking and effectuation theory. Journal of Product Innovation Management, 39(1), 66–94. doi:10.1111/jpim.12587.

Dorland, A. (2022). That’s a Good Question. Journal of Effective Teaching in Higher Education, 5(1), 30–52. doi:10.36021/jethe.v5i1.115.

Tham, J. C. K. (2021). Design thinking in technical communication: Solving problems through making and collaboration. Routledge, New York, United States. doi:10.4324/9781003036760.

Restructuring Science Education: The Importance of Theories and Their Development Richard Duschl. (1991). The American Biology Teacher, 53(6), 383–383. doi:10.2307/4449337.

Razzouk, R., & Shute, V. (2012). What Is Design Thinking and Why Is It Important? Review of Educational Research, 82(3), 330–348. doi:10.3102/0034654312457429.

Luka, I. (2020). Design Thinking in Pedagogy. Journal of Education Culture and Society, 5(2), 63–74. doi:10.15503/jecs20142.63.74.

Welsh, A. A., & Dehler, G. E. (2013). Combining Critical Reflection and Design Thinking to Develop Integrative Learners. Journal of Management Education, 37(6), 771–802. doi:10.1177/1052562912470107.

Lynch, M., Kamovich, U., Longva, K. K., & Steinert, M. (2021). Combining technology and entrepreneurial education through design thinking: Students’ reflections on the learning process. Technological Forecasting and Social Change, 164, 119689. doi:10.1016/j.techfore.2019.06.015.

Pham, C. T. A., Magistretti, S., & Dell’Era, C. (2022). The role of design thinking in Big Data innovations. Innovation: Organization and Management, 24(2), 290–314. doi:10.1080/14479338.2021.1894942.

Foster, M. K. (2021). Design Thinking: A Creative Approach to Problem Solving. Management Teaching Review, 6(2), 123–140. doi:10.1177/2379298119871468.

Buchanan, R. (2017). Wicked Problems in Design Thinking. Design: Critical and Primary Sources, 8(2), 5–21,. doi:10.5040/9781474282932.0019.

van Aaken, D., Splitter, V., & Seidl, D. (2013). Why do corporate actors engage in pro-social behaviour? A Bourdieusian perspective on corporate social responsibility. Organization, 20(3), 349–371. doi:10.1177/1350508413478312.

Kelley, T., & Kelley, D. (2013). Creative confidence: Unleashing the creative potential within us all. Currency, Redfern, Sydney.

Liedtka, J. (2015). Perspective: Linking Design Thinking with Innovation Outcomes through Cognitive Bias Reduction. Journal of Product Innovation Management, 32(6), 925–938. doi:10.1111/jpim.12163.

Wood, D. F. (2003). ABC of learning and teaching in medicine: Problem based learning. BMJ, 326(7384), 328–330. doi:10.1136/bmj.326.7384.328.

McGurk, J. (2010). Using the head and heart at work: A business case for soft skills. Chartered Institute of Personnel and Development (CIPD), London, United Kingdom.

Edmondson, A. C., & Nembhard, I. M. (2009). Product development and learning in project teams: The challenges are the benefits. Journal of Product Innovation Management, 26(2), 123–138. doi:10.1111/j.1540-5885.2009.00341.x.

Patterson, C. A., Chang, C. N., Lavadia, C. N., Pardo, M. L., Fowler, D. A., & Butler-Purry, K. (2020). Transforming doctoral education: preparing multidimensional and adaptive scholars. Studies in Graduate and Postdoctoral Education, 11(1), 17–34. doi:10.1108/SGPE-03-2019-0029.

Chamorro-Premuzic, T., Arteche, A., Bremner, A. J., Greven, C., & Furnham, A. (2010). Soft skills in higher education: Importance and improvement ratings as a function of individual differences and academic performance. Educational Psychology, 30(2), 221–241. doi:10.1080/01443410903560278.

Gibb, S. (2014). Soft skills assessment: theory development and the research agenda. International Journal of Lifelong Education, 33(4), 455–471. doi:10.1080/02601370.2013.867546.

Tashakkori, A., & Teddlie, C. (2015). SAGE Handbook of Mixed Methods in Social & Behavioral Research. SAGE, Thousands oaks, United States. doi:10.4135/9781506335193.

Strachota, E. (2006). The use of survey research to measure student satisfaction in online courses. Midwest Research to Practice Conference in Adult Continuing and Community Education, October (2006), University of Missouri-St. Louis, St. Louis, United States.

Joshi, A., Kale, S., Chandel, S., & Pal, D. (2015). Likert Scale: Explored and Explained. British Journal of Applied Science & Technology, 7(4), 396–403. doi:10.9734/bjast/2015/14975.

Tierney, P., & Farmer, S. M. (2002). Creative self-efficacy: Its potential antecedents and relationship to creative performance. Academy of Management Journal, 45(6), 1137–1148. doi:10.2307/3069429.

Orchard, C. A., King, G. A., Khalili, H., & Bezzina, M. B. (2012). Assessment of Interprofessional Team Collaboration Scale (AITCS): Development and testing of the instrument. Journal of Continuing Education in the Health Professions, 32(1), 58–67. doi:10.1002/chp.21123.

Guion, L.A., Diehl, D.C., & McDonald, D. (2011). Conducting an In-depth Interview: FCS6012/FY393, Rev. 8/2011. Edis, 1-3, University of Florida, Florida, United States.

Drummond, I., Nixon, I., & Wiltshire, J. (1998). Personal transferable skills in higher education: The problems of implementing good practice. Quality Assurance in Education, 6(1), 19–27. doi:10.1108/09684889810200359.

Scheer, A., Noweski, C., & Meinel, C. (2012). Transforming constructivist learning into action: Design thinking in education. Design and Technology Education: An International Journal, 17(3), 8-19.


Full Text: PDF

DOI: 10.28991/ESJ-2023-SIED2-02

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Guilherme Victorino, Pedro S. Coelho, Roberto Henriques