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2014/2015  KAN-CCMVI2005U  Design for change: Shaping meaning, interaction and sustainable communities

English Title
Design for change: Shaping meaning, interaction and sustainable communities

Course information

Language English
Course ECTS 7.5 ECTS
Type Elective
Level Full Degree Master
Duration Summer
Course period Summer
Timetable Course schedule will be posted at calendar.cbs.dk
Study board
Study Board for MSc in Economics and Business Administration
Course coordinator
  • Course instructor - Dr. Shannon Hessel, Copenhagen Business School
    Patricia Plackett - MPP
Main academic disciplines
  • Innovation and entrepreneurship
  • Management
  • Corporate and Business Strategy
Last updated on 02-07-2014
Learning objectives
By the end of the course the student should be able to:
  • Demonstrate thorough knowledge of key concepts and theoretical perspectives related to the role of design in organizational strategy, competitiveness, creativity, innovation, work process design, and management/leadership.
  • Demonstrate theoretical and practical understanding of a diverse set of methods for design research and ideation.
  • Effectively apply design research and ideation methods to the identification and understanding of human needs (immediate and anticipated), to problem- and solution-creation, and to the generation of radical proposals that creatively address these needs.
  • Demonstrate robust capability to characterize the kind of innovation outcome desired and to determine the appropriate processes for applying design thinking in order to realize this objective. This includes an understanding of the role of the client/customer in design processes.
  • Effectively perform processes of group creativity.
  • Persuasively explain and defend a position on why and how design matters to the creation of business and societal value.
Course prerequisites
This course should be accessible to all graduate students.
Prerequisites for registering for the exam
Number of mandatory activities: 1
Compulsory assignments (assessed approved/not approved)
Mandatory Mid-term Assignment: In groups and based on in-class studio workshops in methods for design research, students will develop and deliver presentations of a radical possibility for future innovation, including a plan for how to engage with external experts and stakeholders to further their research and ideation process.
4-hours written exam:
Exam ECTS 7,5
Examination form Written sit-in exam
Individual or group exam Individual
Assignment type Written assignment
Duration 4 hours
Grading scale 7-step scale
Examiner(s) One internal examiner
Exam period Summer Term
Aids allowed to bring to the exam Limited aids, see the list below and the exam plan/guidelines for further information:
  • Additional allowed aids
  • Allowed dictionaries
  • Books and compendia brought by the examinee
  • Notes brought by the examinee
Make-up exam/re-exam
Same examination form as the ordinary exam
If the number of registered candidates for the make-up examination/re-take examination warrants that it may most appropriately be held as an oral examination, the programme office will inform the students that the make-up examination/re-take examination will be held as an oral examination instead.
Description of the exam procedure
Extra note about help aids: printed articles and notes and electronic files/USBs are allowed
Course content and structure
Design and design methods are increasingly used by groups and organizations seeking to creatively address challenges related to how human beings interact with objects, services, environments, resources and one another. Design provides organizations with powerful methods for innovating and building competitive advantage. “Design Thinking”, when effectively applied by groups and organizations, has the potential to increase their capacity to generate value and have a positive impact on society. Methods for applying design thinking vary, depending on whether they address the innovation of objects, services, systems, interactions or environments. Design-driven innovation concerns itself primarily with the radical innovation of the meaning of objects, for instance; outcomes propose new ways of living. Alternatively, human-centered design is increasingly employed to address the innovation of services and systems for interaction. The latter outcomes, by nature of being realized in action, continue to evolve over time, requiring continual, iterative understanding and address; such processes are rarely “finished”. The role of the client or customer in design processes can also vary widely, from inclusion as an expert participant, to surprised recipient of a completed outcome.
This graduate course in design research and ideation methods provides students with both a theoretical understanding of approaches for applying design to address innovation objectives and hands-on experience with design methods. By engaging in Harvard Business School-style case discussions, students will learn how to make strategic decisions regarding the application of design methods to innovation objectives, and learn how to organize and lead design-driven innovation processes. Through studio workshop sessions run in tandem with case discussions, students will develop their capabilities for identifying and understanding human needs (immediate or anticipated) as well as contemporary difficulties/opportunities requiring creative address, then apply design methods to develop radical proposals for innovation. Hands-on practice will be conducted inside and outside the classroom. Students will engage in fieldwork and seek consultation with external stakeholders. Studio sessions will include coaching specifically aimed at developing competencies for performing collaborative creativity in groups.
Two trends that are likely to define the 21st century are threats to the sustainability of the natural environment and dramatic increases in urbanization (Alusi et al 2010). While this course will highlight issues related to urban sustainability, we will not limit explorations to one pre-determined “problem” to address through design activities. Rather, multiple issues and opportunities related to contemporary societal difficulties will be considered, driven primarily by student interests as well as unfolding current events. As one way to ensure this dialogue, we will use an online platform to develop a collection of radical new technologies and designs that are and potentially will dramatically disrupt current behaviors and point to new ways of living (i.e., 3D printers that can replicate themselves.)
Please note that the pedagogical approach for this course is highly interactive and discussion-based, driven by cases and practical “hands-on” exercises for students to engage in both individually and collaboratively. Through in-class discussion we will work in small and large groups to build our own theories and frameworks. As much of our knowledge will be created in class, it is crucial that students come well prepared for discussion (having completed the reading and reflected on assignment questions) and willing to participate in both discussions and studio exercises that build on these discussions. Not attending sessions will put students at a serious disadvantage for succeeding on the final examination.
There will be both a Preliminary Assignment and a Mandatory Mid-term Assignment in this course. The Preliminary Assignment will be based on a studio exercise introduced in the first session. Students will be asked to complete the assignment based on understanding Human-Centered Design processes and by conducting fieldwork and “empathetic interviews” outside of class; this material, geared towards understanding client and community needs, will directly inform studio work during the second session. The Mandatory Mid-term Assignment will be completed in groups during the third session. Based on in-class studio workshops in methods for design research, students will develop and perform presentations of a radical possibility for future innovation, including a plan for how to engage with external experts and stakeholders to further their research and ideation process.

Class Schedule
Class 1An introduction to the role of design in innovation, with a focus on human-centered design (HCD) as one method for addressing client and community needs to generate innovative products, services and interactions. Studio exercises will introduce the student to HCD research methods and prepare them to complete the Preliminary Assignment.
Class 2A presentation of interaction design, followed by an exploration of the different ways in which design processes engage the client/customer/citizen in innovation processes and the ways in which design teams practice collaborative creativity to generate novelty. Studio exercises will build on results from the students’ Preliminary Assignment to explore collaborative processes for idea development.
Class 3An examination of a radically alternative approach to generating innovative products, services and interactions that transcend client or community expectations: Design-Driven Innovation (DDI). Studio exercises will activate understanding of this approach through engagement in “Phase One” of the three phases of DDI innovation; students will create a radical possibility for future innovation, and present their work in class to fulfill requirements for the Mandatory Mid-term Assignment.
Class 4A presentation of the economic drivers underlying creative economy work, and an investigation into the management of “cheap-and-rapid” iterative processes that enable creativity and generate innovation. Studio exercises will explore methods for prototyping products and interactions (i.e., sketching, building, enacting).
Class 5A discussion of multiple cases of entrepreneurial activity that engage design, art and aesthetics to address sustainability in cities. Studio work will integrate and build upon design research and ideation methods practiced in the course so far, enabling student groups to develop their ideas into “design for change” proposals.
Teaching methods
Case study discussions, short lectures, video, studio workshop exercises, and student project presentations. The pedagogical approach is highly interactive and discussion-based, driven by cases from design intensive companies and practical “hands-on” exercises for students to engage in both individually and collaboratively. Through in-class discussion we will work in small and large groups to build our own theories and frameworks. As much of our knowledge will be created in class, it is crucial that students come well prepared for discussion (having completed the reading and reflected on assignment questions) and willing to participate.
Further Information
Preliminary Assignment: To help students get maximum value from ISUP courses, instructors provide a reading or a small number of readings or video clips to be read or viewed before the start of classes with a related task scheduled for class 3 in order to 'jump-start' the learning process.
Expected literature
Note: If you have any difficulty accessing course materials, please do not hesitate to ask for help!It is important you access, read and prepare materials in advance of class discussion.
Purchase Cases through Harvard Business Publishing online (see box below for instructions):
Thomke, Stefan and Ashok Nimgade. (2007). IDEO Product Development. HBS Case 600-143. Boston, MA: Harvard Business School Publishing.
Hammond, John S. (2002). Learning by the Case Method. HBS Case 376-241. Boston: Harvard Business School Publishing.

Edmondson, Amy C. and Laura R. Feldman (2013). Phase Zero: Introducing new services at IDEO (A). HBS Case 605-069. Boston, MA: Harvard Business School Publishing.
Moon, Youngme, Vincent Dessain and Andres Sjoman. (2004). Alessi: Evolution of an Italian Design Factory (B). HBS Case 504-019. Boston, MA: Harvard Business School Publishing.
Moon, Youngme, Vincent Dessain and Andres Sjoman. (2004). Alessi: Evolution of an Italian Design Factory (C). HBS Case 504-020. Boston, MA: Harvard Business School Publishing.
Austin, Robert D. and Daniela Beyersdorfer. (2007). Bang & Olufsen: Design Driven Innovation. HBS Case 607-016. Boston, MA: Harvard Business School Publishing.

Verganti, Roberto. (2009). “Listening: Finding and Attracting Key Interpreters.” Design-Driven Innovation: Changing the Rules of Competition by Radically Innovating What Things Mean. HBS Product 3686BC. Boston, MA: Harvard Business Press.
Austin, Robert D., Richard L. Nolan and Shannon O’Donnell. (2007). The Boeing Company: Moonshine Shop. HBS Case 607-130. Boston, MA: Harvard Business School Publishing.
Edmondson, Amy C., Robert G. Eccles and Mona Sinha. (2011). Mistry Architects (A). HBS Case 609-044. Boston, MA: Harvard Business School Publishing.
Obtaining Harvard Business School Publishing Materials

The above listed readings labeled “HBS case” or “HBS Product” must be acquired online from Harvard Business School Publishing.  You can access the site to download these materials here (once you register on the site):
At this site you will need to use a credit card to purchase copyrighted materials at the discounted student rate, which you will then download in PDFs and be able to print as is convenient. Please be sure to use this link, not the main HBSP website, so that you get the discount associated with the course. Be aware that sharing these materials with others is a violation of copyright law.
After you register, you can get to the course again by doing the following:

1. Visit www.hbsp.harvard.eduand log in.

2. Click My Courses, and then click course name: Design for Change
Download following (free) items from CBS Learn:
O’Donnell, Shannon and Lee Devin. (2012). “Collective creativity: E-teams and E-teamwork,” Handbook on Organisational Entrepreneurship, Daniel Hjorth, ed. UK: Edward Elgar Publishing Limited: 280-299. 
Access the following (free) items online using provided links:

Wasson, Christina. (2000). Ethnography in the field of design. Human Organization, 59 (4): 377-388. Access online: http:/​/​designstudiesdiscourses.files.wordpress.com/​2013/​09/​wasson-ethnography-in-field-of-design.pdf
“Chapter 2: The Case for Social Sustainability” and “Chapter 3: What Does Social Sustainability Mean?” (pp 9-19) in Woodcraft, S., et al (2012) Design for Social Sustainability. London: Social Life. Available online. http:/​/​www.social-life.co/​media/​files/​DESIGN_FOR_SOCIAL_SUSTAINABILITY_3.pdf 
Brown, Tim. (2008). “Design Thinking.” Boston: Harvard Business Review. CBS Library online: http:/​/​esc-web.lib.cbs.dk/​login?url=http:/​/​search.ebscohost.com/​login.aspx?direct=true&db=bth&AN=32108052&site=ehost-live&scope=site
Sanders, Elizabeth B.-N. (2006). Design Research in 2006. Design Research Quarterly 1(1): pages 1, 4-8. Access online: http:/​/​www.maketools.com/​articles-papers/​DesignResearchin2006_Sanders_06.pdf 
Kusenbach, Margarethe. (2003). Street phenomenology: The go-along as ethnographic research tool. Ethnography. Vol 4 (3): 455-485. Access online: http:/​/​esc-web.lib.cbs.dk/​login?url=http:/​/​dx.doi.org/​10.1177/​146613810343007
d.School “Bootcamp Bootleg”: pages 1-7, 9-10, 13-14. Access online: http:/​/​dschool.stanford.edu/​wp-content/​uploads/​2011/​03/​BootcampBootleg2010v2SLIM.pdf 
Prahalad, C.K. and Venkat Ramaswamy. (2004). Co-creation experiences: The next practice in value creation. Journal of Interactive Marketing, Vol 18 (3): 5-14. Access online: http:/​/​esc-web.lib.cbs.dk/​login?url=http:/​/​search.ebscohost.com/​login.aspx?direct=true&db=bth&AN=14420354&site=ehost-live&scope=site
Sanders, Elizabeth B.-N, and Pieter Jan Stappers. (2008).Co-creation and the New Landscapes of Design. CoDesign: Vol 4 (1), p. 5-18. Access online: http:/​/​esc-web.lib.cbs.dk/​login?url=http:/​/​dx.doi.org/​10.1080/​15710880701875068
Weinreich, Nedra Kline. (2011). “Chapter 10: Influencing Behavior by Design.” In Hands-On Social Marketing. SAGE Publications, Inc: 93-104. Access online (free sample): http:/​/​www.sagepub.com/​upm-data/​37035_10.pdf 
Verganti, Roberto. (2006). Innovating Through Design. Harvard Business Review, 84 (12): 114-122. Access online:  http:/​/​esc-web.lib.cbs.dk/​login?url=http:/​/​search.ebscohost.com/​login.aspx?direct=true&db=bth&AN=23081453&site=ehost-live&scope=site
Cassidy, Tracy. (2011). The Mood Board Process Modeled and Understood as a Qualitative Design Research Tool. Fashion Practice, Vol. 3 (2): 225-252. Access online: http:/​/​esc-web.lib.cbs.dk/​login?url=http:/​/​dx.doi.org/​10.2752/​175693811X13080607764854
Austin, Rob and Lee Devin. (2010). “Not just a pretty face: economic drivers behind the arts-in-business movement,” Journal of Business Strategy, Vol. 31, No. 4: 59-69. Access online: http:/​/​esc-web.lib.cbs.dk/​login?url=http:/​/​dx.doi.org/​10.1108/​02756661011055195
von Stamm, Bettina. (2004). Innovation: What’s design got to do with it? Design Management Review, 15(1): 10-19. Access online: http:/​/​esc-web.lib.cbs.dk/​login?url=http:/​/​search.ebscohost.com/​login.aspx?direct=true&db=bth&AN=15556632&site=ehost-live&scope=site
Buchenau, Marion and Jane Fulton Suri. (2000). Experience Prototyping. DIS '00 Proceedings of the 3rd conference on Designing interactive systems: processes, practices, methods, and techniques: 424-433. Available online: http:/​/​ideodesign.com.au/​images/​uploads/​news/​pdfs/​FultonSuriBuchenau-Experience_PrototypingACM_8-00.pdf 
Brandt, Eva and Grunnet, Camilla. (2000). Evoking the future: Drama and props in user centered design. Participatory Design Conference (PDC’00), New York (p. 11-20). Available online: http:/​/​ojs.ruc.dk/​index.php/​pdc/​article/​view/​188 
Hussain, Sofia. (2010). Empowering marginalised children in developing countries through participatory design processes.CoDesign: International Journal of CoCreation in Design and the Arts, 6:2, 99-117. Access online via CBS Library: http:/​/​esc-web.lib.cbs.dk/​login?url=http:/​/​dx.doi.org/​10.1080/​15710882.2010.499467
Gaver, Bill, Tony Dunne and Elena Pacenti. (1999). Cultural Probes. Interactions, 6(1): 21-29. Available online: http:/​/​www.m-iti.org/​uploads/​Ga99.pdf 
Sanders, Elizabeth B.-N. (2000). Generative Tools for Codesigning. Collaborative Design. London: Springer-Verlag. Available online: http:/​/​cidr.kaist.ac.kr/​mediawiki/​images/​e/​e1/​GenerativeTools.pdf 
In addition, some optional readings are listed in sessions, with links provided.
Video available online:
ABC News. (July 13, 1999). “The Deep Dive.” Nightline.http:/​/​www.youtube.com/​watch?v=2Dtrkrz0yoU
Brown, Tim. (July 2009). “Tim Brown urges designers to think big.” TED Talks. http:/​/​www.youtube.com/​watch?v=UAinLaT42xY&feature=related
Pilloton, Emily. (July 2010). “Teaching design for change.” TedGlobal 2010. http:/​/​www.ted.com/​talks/​emily_pilloton_teaching_design_for_change.html
Dale Chihuly, artist: http :/​/​www.chihuly.com/​video-putti- interview.aspx
·         Working with Pino (1999), 8 min.
·         Potatoes + Bamboo (2002), 5 min.
·         (Optional) Masters of Venice (2001), 11 min.
Last updated on 02-07-2014