Research Project as Boundary Object: negotiating the conceptual design of a tool for International Development

This paper reflects on the relationship between who one designs for and what one designs in the unstructured space of designing for political change; in particular, for supporting “International Development” with ICT. We look at an interdisciplinary research project with goals and funding, but no clearly defined beneficiary group at start, and how amorphousness contributed to impact. The reported project researched a bridging tool to connect producers with consumers across global contexts and show players in the supply chain and their circumstances. We explore how both the nature of the research and the tool’s function became contested as work progressed. To tell this tale, we invoke the idea of boundary objects and the value of tacking back and forth between elastic meanings of the project’s artefacts and processes. We examine the project’s role in India, Chile and other arenas to draw out ways that it functioned as a catalyst and how absence of committed design choices acted as an unexpected strength in reaching its goals

Designing electronic collaborative learning environments

Electronic collaborative learning environments for learning and working are in vogue. Designers design them according to their own constructivist interpretations of what collaborative learning is and what it should achieve. Educators employ them with different educational approaches and in diverse situations to achieve different ends. Students use them, sometimes very enthusiastically, but often in a perfunctory way. Finally, researchers study them and—as is usually the case when apples and oranges are compared—find no conclusive evidence as to whether or not they work, where they do or do not work, when they do or do not work and, most importantly, why, they do or do not work. This contribution presents an affordance framework for such collaborative learning environments; an interaction design procedure for designing, developing, and implementing them; and an educational affordance approach to the use of tasks in those environments. It also presents the results of three projects dealing with these three issues

Motivations for innovation in the built environment: new directions for research

Innovation in the built environment involves multiple actors with diverse motivations. Policy-makers find it difficult to promote changes that require cooperation from these numerous and dispersed actors and to align their sometimes divergent interests. Established research traditions on the economics and management of innovation pay only limited attention to stakeholder choices, engagement and motivation. This paper reviews the insights that emerge as research in these traditions comes into contact with work on innovation from sociological and political perspectives. It contributes by highlighting growing areas of research on user involvement in complex innovation, collective action, distributed innovation and transition management. To differing extents, these provide approaches to incorporate the motivations of different actors into theoretical understanding. These indicate new directions for research that promise to enrich understanding of innovation

Charity Fundraising Project:A Team-Based Project for Developing Problem-Structuring Skills

Increasingly, graduates of business schools will face business and organizational situations with a high degree of complexity and ambiguity. In this context, teaching and learning strategies need to develop students’ abilities in problem structuring and complex problem solving. This article describes a team-based project set to teams of four or five students, who are required to design and deliver a fundraising event for their chosen charity. The goal of the fundraising activity is to raise as much money as they can in a 24-hour period. Using ideas from problem-based learning (PBL), students learn frameworks and tools to increase their confidence in these situations. This article describes this activity and will be of interest to teachers of final-year undergraduate and master’s programs looking for a fun and inspiring activity to do with students.Increasingly, graduates of business schools will face business and organizational situations with a high degree of complexity and ambiguity. In this context, teaching and learning strategies need to develop students’ abilities in problem structuring and complex problem solving. This article describes a team-based project set to teams of four or five students, who are required to design and deliver a fundraising event for their chosen charity. The goal of the fundraising activity is to raise as much money as they can in a 24-hour period. Using ideas from problem-based learning (PBL), students learn frameworks and tools to increase their confidence in these situations. This article describes this activity and will be of interest to teachers of final-year undergraduate and master’s programs looking for a fun and inspiring activity to do with students

Managing by design

This editorial written by myself and Marc Gruber of EPFL. It explores the role of design thinking in the management of large organisations, and focuses on how design principles can be applied to the design of the workplace and the nature of work itself. As Head of Service Design at the RCA, my contribution is on how to apply design thinking methods for managers and the 6 key elements described in this approach In the last decade the importance of design and the value of design thinking as a tool for innovation has been recognized by both business and government. Design has become a strategic tool for business helping to translate technological innovation into user value, connecting with consumer needs and creating compelling product and service experiences that create new business value. In this paper we consider a further application of design thinking by considering how managers can apply it to the design of the workplace experience. Many enterprises, especially those in the knowledge economy, are defined by their human resources and their capacity to attract and retain talent. In this competitive environment the design of the employee experience and the services that support them and enable them to deliver value to the clients and colleagues, is a key differentiator. Applying design thinking to the design of work itself, the systems that support it, and the physical and virtual environments in which it takes place can help business and organizational leaders to attract and retain top talent, as well as to enhance productivity and operational effectiveness. In this paper we explore the key factors and principles by which leaders and managers can apply design thinking to transform the workplace experience and we propose 6 key elements for managers to enable that transformation and enhance social capital and business and organisational performance

Rethinking Serious Games Design in the Age of COVID-19: Setting the Focus on Wicked Problems

We live in a complex world, in which our existence is defined by forces that we cannot fully comprehend, predict, nor control. This is the world of wicked problems, of which the situation triggered by the COVID-19 pandemic is a notable example. Wicked problems are complex scenarios defined by the interplay of multiple environmental, social and economic factors. They are everchanging, and largely unpredictable and uncontrollable. As a consequence, wicked problems cannot be definitively solved through traditional problem-solving approaches. Instead, they should be iteratively managed, recognizing and valuing our connectedness with each other and the environment, and engaging in joint thinking and action to identify and pursue the common good. Serious games can be key to foster wicked problem management abilities. To this end, they should engage players in collective activities set in contexts simulating real-world wicked problem scenarios. These should require the continuous interpretation of changing circumstances to identify and pursue shared goals, promoting the development of knowledge, attitudes and skill sets relevant to tackle real-world situations. In this paper we outline the nature, implications and challenges of wicked problems, highlighting why games should be leveraged to foster wicked problem management abilities. Then, we propose a theory-based framework to support the design of games for this purpose

Design by taking perspectives: How engineers explore problems

Background: Problem exploration includes identifying, framing, and defining design problems and bounding problem spaces. Intentional and unintentional changes in problem understanding naturally occur as designers explore design problems to create solutions. Through problem exploration, new perspectives on the problem can emerge along with new and diverse ideas for solutions. By considering multiple problem perspectives varying in scope and focus, designers position themselves to increase their understandings of the “real” problem and engage in more diverse idea generation processes leading to an increasing variety of potential solutions. Purpose/Hypothesis: The purpose of this study was to investigate systematic patterns in problem exploration in the early design phases of mechanical engineers. Design/Method: Thirty-five senior undergraduate students and experienced designers with mechanical engineering backgrounds worked individually following a think-aloud protocol. They explored problems and generated solutions for two of four randomly assigned design problems. After generating solutions, participants framed and rewrote problem statements to reflect their perspectives on the design problem their solutions addressed. Thematic analysis and a priori codes guided the identification of problem exploration patterns within and across problems. Results: The set of patterns in engineers\u27 problem exploration that emerged from the analysis documents alternative strategies in exploring problems to arrive at solutions. The results provide evidence that engineering designers, working individually, apply both problem-specific and more general strategies to explore design problems. Conclusions: Our study identified common patterns in the explorations of presented problems by individual engineering designers. The observed patterns, described as Problem Exploration Perspectives, capture alternative approaches to discovering problems and taking multiple problem perspectives during design. Learning about Problem Exploration Perspectives may be helpful in creating alternative perspectives on a design problem, potentially leading to more varied and innovative solutions. This paper concludes with an extended example illustrating the process of applying Problem Exploration Perspectives to move between problem perspectives to generate varied design outcomes

'Collective Making' as knowledge mobilisation: the contribution of participatory design in the co-creation of knowledge in healthcare

The discourse in healthcare Knowledge Mobilisation (KMb) literature has shifted from simple, linear models of research knowledge production and action to more iterative and complex models. These aim to blend multiple stakeholders’ knowledge with research knowledge to address the researchpractice gap. It has been suggested there is no 'magic bullet', but that a promising approach to take is knowledge co-creation in healthcare, particularly if a number of principles are applied. These include systems thinking, positioning research as a creative enterprise with human experience at its core, and paying attention to process within the partnership. This discussion paper builds on this proposition and extends it beyond knowledge co-creation to co-designing evidenced based interventions and implementing them. Within a co-design model, we offer a specific approach to share, mobilise and activate knowledge, that we have termed 'collective making'. We draw on KMb, design, wider literature, and our experiences to describe how this framework supports and extends the principles of co-creation offered by Geenhalgh et al[1] in the context of the state of the art of knowledge mobilisation. We describe how collective making creates the right ‘conditions’ for knowledge to be mobilised particularly addressing issues relating to stakeholder relationships, helps to discover, share and blend different forms of knowledge from different stakeholders, and puts this blended knowledge to practical use allowing stakeholders to learn about the practical implications of knowledge use and to collectively create actionable products. We suggest this collective making has three domains of influence: on the participants; on the knowledge discovered and shared; and on the mobilisation or activation of this knowledge

Subnational climate entrepreneurship: innovative climate action in California and São Paulo

The distinct role of subnational governments such as states and provinces in addressing climate change has been increasingly acknowledged. But while most studies investigate the causes and consequences of particular governments’ actions and networking activities, this article argues that subnational governments can develop climate action as a collective entrepreneurial activity. Addressing many elements explored in this special issue, it focuses on the second question and identifies climate entrepreneurship in two subnational governments—the states of California (USA) and São Paulo (Brazil). Examining internal action, as well as interaction with local authorities, national governments and the international regime, entrepreneurial activities are identified in the invention, diffusion and evaluation of subnational climate policy in each case. The article draws from the recent scholarship on policy innovation, entrepreneurship and climate governance. It contributes to the literature by exploring entrepreneurial subnational government activity in addressing climate change and expanding the understanding of the effects of policy innovation at the subnational level