FLF3014 Bridging Science and Societal Needs through Design Thinking 4.5 credits

Integrering av vetenskapliga och samhälleliga behov genom Design thinking

Offering and execution

Course offering missing for current semester as well as for previous and coming semesters

Course information

Content and learning outcomes

Course contents *

The course considers how Design thinking can be used to induce change and innovation in the scientific environment and in the surrounding society. The course contains the following parts: Item 1 - Introduction to Design thinking (0.5 credits): An introduction in Design thinking theory and process methodology including critical perspectives on Design thinking. Item 2 - Practical application of Design thinking as support for inducing change management (0.5 credits): Experience-based learning in groups where the students work with a number of generic societal challenges through application of the Design thinking process and related tools. Item 3 - Design thinking and innovation in research (3.5 credits): Design thinking in relation to the student's research project. The student identifies how Design thinking can be used to raise the quality and the societal relevance in her/his research project and explores how the research could be turned into real societal impacts after completed doctoral education.

Intended learning outcomes *

On completion of the course, the student should be able to:

  1. demonstrate specialised insight into the possibilities and limitations of research, its role in society and the responsibility of the individual for how it is used. (item 1)
  2. identify relevant issues in a problem complex and use tools to communicate his/her skills and interact with others in multidisciplinary contexts (item 2)
  3. show understanding of which societal challenges the own research project addresses or can be related to and how the research can contribute to societal development. (item 3)
  4. demonstrate the ability to identify own needs for additional knowledge (item 3)
  5. demonstrate capacity to contribute to societal development both through research and education and in other qualified professional contexts;

Course Disposition

No information inserted

Literature and preparations

Specific prerequisites *

Ongoing doctoral education

Recommended prerequisites

No information inserted

Equipment

No information inserted

Literature

Dorst, K. (2011) The core of ´design thinking´ and its application. Design studies 32 (6), 521-532.

Lindberg, T., Meinel, C. & Wagner, R. (2011) Design thinking: A fruitful concept for it development? New York: Springer Publishers

Plattner, H., Meinel, C & Leifer, L. (2012) Design thinking Research.  (p. 10)  Design thinking methodology at work: Semi-automated interactive recovery. New York: Springer Publishers

Stanford University. Bootcamp Bootleg. Stanford C-School

Welsh, M.A. & Dehler, G.E. (2013) Combining critical reflection and design thinking to develop integrative learners. Journal of Management Education. Sage Publications.

The literature will be supplemented with various research articles.

Examination and completion

Grading scale *

P, F

Examination *

  • INL1 - Hand-in assignment, 4.5 credits, Grading scale: P, F

Based on recommendation from KTH’s coordinator for disabilities, the examiner will decide how to adapt an examination for students with documented disability.

The examiner may apply another examination format when re-examining individual students.

Other requirements for final grade *

Active participation in item 1 and 2.
Individual written examination in item 3.

Opportunity to complete the requirements via supplementary examination

No information inserted

Opportunity to raise an approved grade via renewed examination

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Examiner

Liv Gingnell

Further information

Course web

No information inserted

Offered by

ITM/Learning in Engineering Sciences

Main field of study *

No information inserted

Education cycle *

Third cycle

Add-on studies

No information inserted

Ethical approach *

  • All members of a group are responsible for the group's work.
  • In any assessment, every student shall honestly disclose any help received and sources used.
  • In an oral assessment, every student shall be able to present and answer questions about the entire assignment and solution.

Postgraduate course

Postgraduate courses at ITM/Learning in Engineering Sciences