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Innovating How to Learn Design Thinking, Making, and Innovation: Incorporating Multiple Modes in Teaching the Innovation Process

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  • Victor P. Seidel

    (Technology, Operations, and Information Management Division, Babson College, Babson Park, Massachusetts 02457
    Technology and Entrepreneurship Center at Harvard, John A. Paulson School of Engineering and Applied Sciences, Cambridge, Massachusetts 02138
    Said Business School, University of Oxford, Oxford OX1 1HP, United Kingdom)

  • Tucker J. Marion

    (D’Amore McKim School of Business, Northeastern University, Boston, Massachusetts 02115)

  • Sebastian K. Fixson

    (Technology, Operations, and Information Management Division, Babson College, Babson Park, Massachusetts 02457)

Abstract

Faculty in business and engineering schools are increasingly focused on teaching the fundamentals of the innovation process to students at all levels. There has been a recent embrace of teaching the innovation process through a user-centered “design thinking” methodology and on experiential “making” activities within interdisciplinary teams. Although valuable as part of an innovation curriculum, a focus on only one set of tools and methods such as design thinking may detract from other valuable approaches, thereby limiting the full range of incremental to radical innovation outcomes that students need to learn to be effective innovation leaders. In this essay we review pedagogy related to teaching innovation processes, and we categorize approaches into four modes depending on teaching method (experiential or analytical) and participant context (disciplinary or interdisciplinary). We propose that in order to teach innovation effectively, students need to be exposed to all four modes, where learning opportunities differ. We illustrate our points drawing from courses among multiple settings, and we provide implications for curriculum design that will help faculty to innovate how they teach innovation.

Suggested Citation

  • Victor P. Seidel & Tucker J. Marion & Sebastian K. Fixson, 2020. "Innovating How to Learn Design Thinking, Making, and Innovation: Incorporating Multiple Modes in Teaching the Innovation Process," INFORMS Transactions on Education, INFORMS, vol. 20(2), pages 73-84, January.
    • Handle: RePEc:inm:orited:v:20:y:2020:i:2:p:73-84
    DOI: 10.1287/ited.2019.0220
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    References listed on IDEAS

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    1. Ahti Salo, 2012. "A Seminar for Solving Client Problems in Project Teams," INFORMS Transactions on Education, INFORMS, vol. 13(1), pages 17-27, September.
    2. José-Rodrigo Córdoba-Pachón, 2011. "Abstracting and Engaging: Two Modes of Systems Thinking Education," INFORMS Transactions on Education, INFORMS, vol. 12(1), pages 43-54, September.
    3. Fiona Murray & Siobhán O'Mahony, 2007. "Exploring the Foundations of Cumulative Innovation: Implications for Organization Science," Organization Science, INFORMS, vol. 18(6), pages 1006-1021, December.
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    5. Abernathy, William J. & Clark, Kim B., 1985. "Innovation: Mapping the winds of creative destruction," Research Policy, Elsevier, vol. 14(1), pages 3-22, February.
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