*Mieke van der Bijl-Brouwer, Delft University of Technology, the Netherlands
Cameron Tonkinwise, University of Technology Sydney, Australia
Frido Smulders, Delft University of Technology, the Netherlands
Rebecca Price, Delft University of Technology, the Netherlands
Frithjof Wegener, Delft University of Technology, the Netherlands
To be able to address the complex nature of today’s societal and economic problems, professional organisations recognise that traditional tools and approaches may not provide the required solutions. To innovate on complex challenges, many have turned to design approaches over the past decade, including both public (Bason, 2010) and private sector organisations. To increase design capabilities, these organisations have established innovation labs with designers, have recruited designers in strategic positions, and/or have started building the design capabilities of existing staff through educational programs, often provided by design consultancies.
So far there is limited evidence of the impact of design capability building within these sectors, although many seem to agree that workshops and short courses in design thinking do not lead to the required change. Furthermore, capability building programs do not always seem to build on contemporary educational and social theories of workplace learning, which highlight the social and complex nature of how professionals learn (Hager, 2011; Orlikowski, 2002).
This situation is further complicated by the fact that design for complex societal problems differs from traditional design practices, and should be adapted to the needs of this ‘target field’ (Buchanan, 2015; Dorst ,2015). What is it then that professional organisations learn from design? And how can design capability be increased in these organisations (see e.g. Price, Wrigley, & Matthews, 2018)? In this track we are inviting contributions about increasing design capability and workplace learning within organisations. Topics include but are not limited to:
● Case studies of capability building in design in public/private innovation
● Theories of transdisciplinary design pedagogy & workplace learning
● Learning between organisations through networks and communities of practice
● Required adaptations of design practices to the public/private sector
Bason, C. (2010). Leading public sector innovation. Bristol, UK: The Policy Press.
Buchanan, R. (2015). Worlds in the making: Design, management, and the reform of organizational culture. She Ji: The Journal of Design, Economics, and Innovation, 1(1), 5–21. doi:10.1016/j.sheji.2015.09.003
Dorst, K. (2015). Frame creation and design in the expanded field. She Ji: The Journal of Design, Economics, and Innovation, 1(1), 22–33. doi:10.1016/j.sheji.2015.07.003
Hager, P. (2011). Theories of workplace learning. In M. Malloch, L. Cairns, K. Evans, & B. N. O’Conner (Eds.), The SAGE Handbook of Workplace Learning (pp. 17–31). London: SAGE Publications. doi:10.4135/9781446200940.n2
Orlikowski, W. J. (2002). Knowing in practice: Enacting a collective capability in distributed organizing. Organization Science, 13(3), 249–273. doi:10.1287/orsc.184.108.40.20676
Price, R., Wrigley, C., & Matthews, J. (2018). Action researcher to design innovation catalyst: Building design capability from within. Action Research, 66(1). doi:10.1177/1476750318781221