ENTREP 1020 - Design Thinking: Problems to Practice

North Terrace Campus - Semester 1 - 2019

Design Thinking is a human-centred systems approach to develop solutions to complex problems and bring innovative new products or services to market that create social impact. Based on practices that fuel innovation, as researched and developed by IDEO, Apple, Frog Design and Stanford University Design School, design thinking is increasingly used by world leading organisations to drive innovation and solve some of the most intransigent problems. Whether focused on development of new products and services, to address strategic, operational or organisational issues, or social problems, design thinking can revolutionise the way you perceive and resolve these issues. Embedding design thinking as an organisational process will establish innovation as a core part of the culture and 'business as usual' practices. This is a highly interactive course in which you will develop a solid working knowledge of the key stages of the design thinking methodology, plus discover numerous supporting tools and techniques. To consolidate your understanding of the design thinking mindset and key methodological tools, you will progress a 'design challenge' project during the course with a view to developing an innovative solution to a problem or identifying an opportunity through innovation. You leave the course with the immediate ability to apply design thinking approaches to your own situations and organisations.

  • General Course Information
    Course Details
    Course Code ENTREP 1020
    Course Design Thinking: Problems to Practice
    Coordinating Unit Entrepreneurship, Commercialisation & Innov Centre
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Intensive: 36 to 40 hours
    Available for Study Abroad and Exchange Y
    Course Description Design Thinking is a human-centred systems approach to develop solutions to complex problems and bring innovative new products or services to market that create social impact. Based on practices that fuel innovation, as researched and developed by IDEO, Apple, Frog Design and Stanford University Design School, design thinking is increasingly used by world leading organisations to drive innovation and solve some of the most intransigent problems. Whether focused on development of new products and services, to address strategic, operational or organisational issues, or social problems, design thinking can revolutionise the way you perceive and resolve these issues. Embedding design thinking as an organisational process will establish innovation as a core part of the culture and 'business as usual' practices. This is a highly interactive course in which you will develop a solid working knowledge of the key stages of the design thinking methodology, plus discover numerous supporting tools and techniques. To consolidate your understanding of the design thinking mindset and key methodological tools, you will progress a 'design challenge' project during the course with a view to developing an innovative solution to a problem or identifying an opportunity through innovation. You leave the course with the immediate ability to apply design thinking approaches to your own situations and organisations.
    Course Staff

    Course Coordinator: Dr Wendy Lindsay

    Program Director Contact Details: Innovation and Entrepreneurship
    Name: Dr Wendy Lindsay
    Email: wendy.lindsay@adelaide.edu.au

    Teaching Staff

    Name:
    Dr Wendy Lindsay
    email: wendy.lindsay@adelaide.edu.au
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course, students will be able to:
    1. Understand and interpret design thinking theories, concepts and processes;
    2. Identify the relationship between design thinking, innovation and entrepreneurship and the value of innovation to organisations, economies and society;
    3. Demonstrate the ability to formulate and apply the basic elements of human-centred design; empathetic research and analysis, problem definition, idea generation, prototyping, evaluation and iteration;
    4. Demonstrate team collaboration and strategies to address potential problems/conflicts that occur when working in teams;
    5. Identify and apply ethical principles in the design process.
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1-5
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    2,3,4
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    2-4
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    3,4
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • Able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    4,5
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    3-5
  • Learning Resources
    Required Resources
    No Text book required.

    A list of readings will be provided in MyUni
    Recommended Resources

    Library Resources
    The University of Adelaide’s Barr Smith Library provides a range of learning resources including texts, journals, periodicals, magazines, and access to online databases and information services. It also offers a virtual library which is accessible via the University’s website. Access to the Library's electronic resources.

    Online Learning
    MyUni is the University of Adelaide's online learning environment. It is used to support traditional face-to-face lectures, tutorials and workshops at the University. MyUni provides access to various features including announcements, course materials, discussion boards and assessments for each online course of study.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    This course is delivered in 2 + 2 + 2 full day intensive workshops.

    As design thinking is based on learning by doing, a significant component of the intensives will be conducted through a small group discovery experience (SGDE), hands-on activity workshops, short presentation and feedback sessions, and include fieldwork sessions external to the classroom. Where relevant, guest speakers will be brought in to supplement lecture components.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    As a guide, a 3 unit course comprises a total of 156 hours work (this includes face-to-face contact, any online components, and self directed study).
    Learning Activities Summary
    Schedule
    Session Topics
    1 Fundamentals: Introduction, including the value and importance of design thinking
    2 The Design Thinking Methodology, incorporating Step 1 – Empathetic Research, analysis and fieldwork
    3 Step 2 – Problem definition
    4 Step 3 – Ideation and prioritisation of solutions
    5 Step 4 – Rapid Prototyping
    6 Step 5 – Test, Iteration and Implementation 
    7 Time to Think beyond Crisis Mode/Changing Management Paradigms
    8 External fieldwork and Role Play/Simulation Presentation
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    The following assessments may be modified prior to the commencement of the semester. Please check closer to course date.
    #Assessment TaskTask TypeLengthWeightLearning Outcomes
    1 Design Challenge: Creation of a Zine Individual 30 minutes 10% 1,3,4
    2 Research Report: Compare and Contrast Individual 1,500 words 25% 1,2,3,5
    3 Peer Review of Project Presentations Individual Time based completion of
    Rubrics/value-add critique
    5% 2,3,4
    4 Role Play/Simulation Project Presentation Group 10 mins presentation,
    plus 5 mins Q&A
    15% 2,3,4
    5 Project Report Group 2,000 words 25% 1-5
    6 Reflective Journal Individual 1,250 words 20% 1-5
    Total 100%
    Assessment Related Requirements
    Students should attend all classes in order to pass the course. There is considerable experiential learning in workshops during the intensive classes that build your knowledge and thus enable you to be successful in this course.  

    Course results are subject to moderation by the ECIC Board of Examiners.
    Assessment Detail
    Design Challenge: Creation of a Zine
    You will create two Zines (small, self-published work of original or appropriated texts and images) using a blend of visual imagery and words to creatively capture your learning over the first and second intensive. Work is a timed challenge undertaken in class. The Zines will be a work in progress segment of the final Reflective Journal assignment.
    Research Report: Compare and Contrast
    Two readings have been selected for this report.  One adopts a negative stance, the other a more positive perspective. In comparing and contrasting the two papers, underpinned by additional research to substantiate your line of argument, you develop a robust understanding of design thinking and its relevance and value to various stakeholders across different facets of business and life generally.
    Peer Review of Project Presentations
    Self and peer assessment are important aspects of learning practice. A rubric is provided for you to assess your peers on their Role Play presentations. You select the most appropriate criteria for each category the teams have achieved, plus produce some feedback comments illustrating strengths/weaknesses identified during the role play and offer value-add constructive suggestions for addressing gaps you perceived during the presentation.
    Project Presentation: Role Play/Simulation
    Teams will prepare a role play or simulation to present their project work undertaken during the intensives. Each team member will be assigned a role and required to take part in the presentation. Time keeping will be strictly enforced; each presentation will consist of 10 minute role play/simulation, plus a 5 minute Q&A session conducted by the audience.
    Project Report
    The goal of working through a design thinking process is to create an innovative solution for a defined problem that is desirable, feasible, and viable. Not only should your product, service or solution satisfy the needs of customers, users or stakeholders, it should be supported by an appropriate commercial business model and implementation plan. Desirability is typically at the forefront during the design thinking workshop sessions as you are concerned with testing your ideas and validating assumptions about potential users. To strengthen and underpin work undertaken during the problem/solution phases, a close focus should be given to project’s feasibility and viability to ensure your solution can be implemented and will be sustainable over time.
    Reflective Journal
    Reflective exercises serve as a valuable means of facilitating the connection between theoretical elements and working practice. As this course is likely to differ from many others in your study program, the two design challenge Zines you produce at the end of the first two intensives will act as personal learning logs to facilitate your write up of the reflective essay for this assignment. Reflective writing helps sharpen ability to observe and document your own learning, to focus subjectively on personal experience, reactions, and reflections, providing a critical record of learning that is beneficial as it coalesces your thinking, determines the value and application of what you are learning, and where you may be struggling and why.
    Submission of Assignments and Project Report
    Assignments and project reports should be submitted in softcopy as pdf files. If an assignment is made up of multiple documents, these should be compiled into a single pdf file. Please name your file with your name or initials and what it is. (Eg. Mz-assign1.pdf).
    Submission
    All text based assignments must be submitted via MyUni.
    Please refer to step by step instructions: MyUni Learning Centre

    There are a few points to note about the submission of assignments:
    • Assignment Submission:  Assignments should not be emailed to the instructor; they must be lodged via the MyUni Course site (unless specified to do both). Note that assignments may be processed via TURNITIN, which is an online plagiarism prevention tool.
    • Cover Sheet:  Please include in the assignment a completed University of Adelaide Assessment Cover Sheet providing details of yourself and your team members (if applicable), your assignment, the course, date submitted, etc. as well as the declaration signed by you that this is your (your team’s) work.  Note that the declaration on any electronically submitted assignment will be deemed to have the same authority as a signed declaration.
    • Backup Copy of Assignments:  You are advised to keep a copy of your assignments in case the submitted copy goes missing.  Please ensure that all assignment pages are numbered. If your assignment contains confidential information, you should discuss any concerns with the Course Lecturer prior to submission.
    • Extensions of Time:  An application for Assessment Extension should be made well before the due date of the assignment to the Course Lecturer.  Normally, extensions will only be granted for a maximum of two weeks from the original assignment submission date.  Extensions will only be granted in cases of genuine medical, compassionate or extenuating circumstances.
    • Failure to submit: Failure to submit an assignment on time or by the agreed extension deadline may result in penalties and may incur a fail grade.  Note that a late penalty of 5% of the total available marks for that assessment item will be incurred each day an assignment is handed in late (Unless otherwise stated in 'Assessment Related Requirements' or 'Assessment Detail' above). Assignments handed in after 14 days from the due submission date will fail even if a 100% mark is granted for the work.

    Resubmission & Remarking

    Resubmission of an assignment for remarking after reworking it to obtain a better mark will not normally be accepted.  Approval for resubmission will only be granted on medical or compassionate grounds.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

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    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

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  • Policies & Guidelines
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