@phdthesis{Taheri2022,
  author    = {Taheri, Mana},
  title     = {The impact of the socio-cultural context on Design Thinking education},
  doi       = {10.25932/publishup-54259},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-542599},
  school      = {Universit{\"a}t Potsdam},
  pages     = {xii, 167},
  year      = {2022},
  abstract  = {The demand for learning Design Thinking (DT) as a path towards acquiring 21st-century skills has increased globally in the last decade. Because DT education originated in the Silicon Valley context of the d.school at Stanford, it is important to evaluate how the teaching of the methodology adapts to different cultural contexts.The thesis explores the impact of the socio-cultural context on DT education. DT institutes in Cape Town, South Africa and Kuala Lumpur, Malaysia, were visited to observe their programs and conduct 22 semistructured interviews with local educators regarding their adaption strategies. Grounded theory methodology was used to develop a model of Socio-Cultural Adaptation of Design Thinking Education that maps these strategies onto five dimensions: Planning, Process, People, Place, and Presentation. Based on this model, a list of recommendations is provided to help DT educators and practitioners in designing and delivering culturally inclusive DT education.},
  language  = {en}
}