2012/2013  KAN-CMP_VACD  Applied Creativity through Design Thinking

English Title

Applied Creativity through Design Thinking

Course information
Language	English
Exam ECTS	7.5 ECTS
Type	Elective
Level	Full Degree Master
Duration	One Quarter
Course period	First Quarter, Third Quarter Changes in course schedule may occur Thursday 13.30-15.10, week 6 Thursday 13.30-17.00, week 7-12 wednesday 14.25-17.55, week 13
Time Table	Please see course schedule at e-Campus
Max. participants	50
Study board	Study Board for BSc/MSc in Business Administration and Psychology, MSc
Course coordinator
Balder Onarheim - Department of Marketing Jesper Clement - Department of Marketing Morten Friis-Olivarius - Department of Marketing
Jesper Clement - jc.marktg@cbs.dk Secretary Merete Skaalum Lassen - ml.marktg@cbs.dk
Main Category of the Course
Innovation and entrepreneurship Communication Marketing
Last updated on 06-12-2012

Learning objectives

The course will give the ability to: 1 – Understand and implement creativity through design thinking, in any kind of problem solving. 2 – Understand the theoretical concepts of creativity and design thinking, being able to reflect on the relationship between creativity theory and creative practice. 3 – Understand the underlying brain processes involved in creative thought; how the brain make and connects associations and how these processes can have constraining effects. 4 – Be familiar with various creative tools and design thinking elements, able to use them in practice and relate them to the neurobiology and psychology of creativity. 5 – Understand the difference between cross- and multidisciplinary teamwork, and the importance of teamwork in creativity and design thinking. 6 – Learn to utilize own knowledge as part of a multidisciplinary team

Prerequisite

Bachelor within one of the following fields is recommended: Marketing, Psychology, Economics, Design, Engineering, Business Administration, Management, Finance

Examination

Oral exam based on a group project

Applied Creativity through Design Thinking: Type of test Oral with Written Assignment Marking scale 7-step scale Second examiner Second internal examiner Exam period Autumn Term and Spring Term Aids Please, see the detailed regulations below Duration 20 Minutes

Examination

After the first part of the course, there will be a mandatory individual half page hand-in (fail/pass). The students must pass the hand-in before the final exam. If a student - due to documented illness or failed attempt - does not pass the assignment, the student will be given a final chance to retake this part of the course by handing in a new assignment prior to the final exam. The final grade is based on an oral individual examination based on a mini-project (7-9 A4 pages), which is a written out-come of the group project. This is done in teams of approximately 4 students. The mini-project should describe the outcome of the design thinking process, the design thinking process used in the second part of the course, and the relation between this process and the theory from the first part of the course. The grade is given based on the oral presentation, the mini-project and the student’s overall insight into other aspects of the curriculum. The make-up and re-examination regulations are the same as for the ordinary exam.

Course content

Creativity lies at the core of most human behavior – in teaching, research, invention, innovation, entrepreneurship, management and leadership. By understanding what creativity is and the basic mechanisms that enables us to be creative, anyone can work in a targeted manner to improve his or her creativity. Once creative thinking is understood, a key feature is knowing when to apply creative thinking and when to balance with critical thinking. There is a common belief that designers possess some mystical, creative thought process that places them above all others in their unique skills for having creative and groundbreaking thought. Naturally, this is nothing but a myth. What is ‘design thinking’ then? It is a thinking style that involves stepping back from the immediate issue and taking a broader look. It involves systems thinking: realizing that any problem is part of a larger whole, and that the optimal solution is likely to require an understanding of the entire system. It requires deep immersion into the topic, often involving observation and analysis. Even tests and frequent revisions can be components for the process. This is normally done in groups: multidisciplinary teams who bring different forms of expertise to the problem. The crucial point is that the creative tools in design thinking are not limited to designers. This process, often labeled as 'design thinking', is what creative people in all disciplines have always done. In the course, students are introduced to the underlying mechanisms of what is commonly known as creativity, through research from psychology and neuroscience, and through various creative tools and a design thinking process. In parallel, students work in teams employing this knowledge to solve a real-world problem with a case company. The purpose of the course is not becoming a designer, but learning how to think like a designer in solving any kind of problem through a creative design thinking process. Furthermore, to understand what design and design strategy is, and to employ own competencies to think strategically about design. Students will not only benefit from learning to think like designers, they will also acquire skills through collaboration across disciplines.

Teaching methods

The course is based on 'studio teaching', known from creative education. The course is therefore taught in the Studio@CBS villa at Frederiksberg, with a focus on short lectures followed by multidisciplinary team work with close supervision. In this way, students also learn to utilize existing and new knowledge in collaboration with students from various backgrounds. Active participation is therefore a crucial part of this course. To enhance the multidisciplinary of the course and to support with supervision, guests from professional practice and teaching are invited to supplement the teachers throughout the course. Furthermore, a case company (in 2011, Coloplast A/S) is brought in to supply the teams with a real world case to be solved during the course. The course is divided into two, where the first part is focusing on theory, models, the design thinking process and creative tools. In the second part, the students will work in multidisciplinary teams on implementing this knowledge by solving the case. This structure allows the students to unite theory and practice through collaboration and supervision.

Expected literature

“Design Thinking” article by Tim Brown (Harvard Business Review: http://www.unusualleading.com/wp-content/uploads/2009/12/HBR-on-Design-Thinking.pdf “Design Thinking: A useful myth” article by Don Norman (Core77: http://www.core77.com/blog/columns/design_thinking_a_useful_myth_16790.asp) Further readings will available on LEARN prior to the start of the class.