Bridging the research–conceptualization gap in service design education: a continuous idea generation approach
Faculty Advisor
Date
2024
Keywords
prospective design, design-led innovation, creativity, idea generation, design education, service design, authentic learning
Abstract (summary)
This article explores a pedagogical strategy that aims to smooth the transition from the Research to the Conceptualization stages by incorporating ideation and solution-oriented activities from the beginning of the design process. It presents a case study of a design-led innovation project executed in a service design course in partnership with a community partner (CP) from a public organization. This approach seems to have been successful overall. It also enhanced the ability to trace back the origins of solutions and highlighted the occurrence of multiple creative leaps throughout the project. It emphasizes the importance of external feedback, especially from CPs, in shaping and refining solutions. Additionally, it revealed the complexities involved in solution validation and the necessity for a more structured and robust framework to guide students through this phase, especially when collaborating with large public organizations on complex and systemic issues.
Publication Information
Sperano, I., Roberge,, J., Chu, V., & Kraemer, B. (2024). Bridging the research–conceptualization gap in service design education: A continuous idea generation approach. The International Journal of Design Education, 18(2), 231-248. https://doi.org/10.18848/2325-128X/CGP/v18i02/231-248
Notes
Item Type
Article
Language
Rights
Attribution (CC BY)
