TY - JOUR A1 - Hehn, Jennifer A1 - Mendez, Daniel A1 - Uebernickel, Falk A1 - Brenner, Walter A1 - Broy, Manfred T1 - On integrating design thinking for human-centered requirements engineering JF - IEEE software N2 - We elaborate on the possibilities and needs to integrate design thinking into requirements engineering, drawing from our research and project experiences. We suggest three approaches for tailoring and integrating design thinking and requirements engineering with complementary synergies and point at open challenges for research and practice. KW - requirements engineering KW - prototypes KW - software KW - electronic mail KW - tools KW - organizations KW - design thinking Y1 - 2019 U6 - https://doi.org/10.1109/MS.2019.2957715 SN - 0740-7459 SN - 1937-4194 VL - 37 IS - 2 SP - 25 EP - 31 PB - Inst. of Electr. and Electronics Engineers CY - Los Alamitos ER - TY - JOUR A1 - Vladova, Gergana A1 - Ullrich, André A1 - Sloane, Mona A1 - Renz, André A1 - Tsui, Eric T1 - Editorial: new teaching and learning worlds BT - potentials and limitations of digitalization for innovative and sustainable research and practice in education and training JF - Frontiers in education KW - creativity KW - design thinking KW - digital education KW - 21st century skills KW - open education KW - virtual education Y1 - 2023 U6 - https://doi.org/10.3389/feduc.2023.1175498 SN - 2504-284X VL - 8 SP - 1 EP - 3 PB - Frontiers Media CY - Lausanne ER - TY - JOUR A1 - Rösch, Nicolas A1 - Tiberius, Victor A1 - Kraus, Sascha T1 - Design thinking for innovation BT - context factors, process, and outcomes JF - European journal of innovation management N2 - Purpose – Design thinking has become an omnipresent process to foster innovativeness in various fields. Due to its popularity in both practice and theory, the number of publications has been growing rapidly. The authors aim to develop a research framework that reflects the current state of research and allows for the identification of research gaps. Design/methodology/approach – The authors conduct a systematic literature review based on 164 scholarly articles on design thinking. Findings – This study proposes a framework, which identifies individual and organizational context factors, the stages of a typical design thinking process with its underlying principles and tools, and the individual as well as organizational outcomes of a design thinking project. Originality/value – Whereas previous reviews focused on particular aspects of design thinking, such as its characteristics, the organizational culture as a context factor or its role on new product development, the authors provide a holistic overview of the current state of research. KW - context factors KW - design thinking KW - outcomes KW - process KW - systematic literature review Y1 - 2023 U6 - https://doi.org/10.1108/EJIM-03-2022-0164 SN - 1460-1060 SN - 1758-7115 VL - 26 IS - 7 SP - 160 EP - 176 PB - Emerald CY - Bingley ER - TY - JOUR A1 - Dragičević, Nikolina A1 - Vladova, Gergana A1 - Ullrich, André T1 - Design thinking capabilities in the digital world BT - A bibliometric analysis of emerging trends JF - Frontiers in Education N2 - Recent research suggests that design thinking practices may foster the development of needed capabilities in new digitalised landscapes. However, existing publications represent individual contributions, and we lack a holistic understanding of the value of design thinking in a digital world. No review, to date, has offered a holistic retrospection of this research. In response, in this bibliometric review, we aim to shed light on the intellectual structure of multidisciplinary design thinking literature related to capabilities relevant to the digital world in higher education and business settings, highlight current trends and suggest further studies to advance theoretical and empirical underpinnings. Our study addresses this aim using bibliometric methods—bibliographic coupling and co-word analysis as they are particularly suitable for identifying current trends and future research priorities at the forefront of the research. Overall, bibliometric analyses of the publications dealing with the related topics published in the last 10 years (extracted from the Web of Science database) expose six trends and two possible future research developments highlighting the expanding scope of the design thinking scientific field related to capabilities required for the (more sustainable and human-centric) digital world. Relatedly, design thinking becomes a relevant approach to be included in higher education curricula and human resources training to prepare students and workers for the changing work demands. This paper is well-suited for education and business practitioners seeking to embed design thinking capabilities in their curricula and for design thinking and other scholars wanting to understand the field and possible directions for future research. KW - design thinking KW - digital technologies KW - digital transformation KW - capabilities KW - skills Y1 - 2023 U6 - https://doi.org/10.3389/feduc.2022.1012478 SN - 2504-284X VL - 7 PB - Frontiers CY - Lausanne, Schweiz ER - TY - JOUR A1 - Thienen, Julia von A1 - Weinstein, Theresa Julia A1 - Meinel, Christoph T1 - Creative metacognition in design thinking BT - exploring theories, educational practices, and their implications for measurement JF - Frontiers in psychology N2 - Design thinking is a well-established practical and educational approach to fostering high-level creativity and innovation, which has been refined since the 1950s with the participation of experts like Joy Paul Guilford and Abraham Maslow. Through real-world projects, trainees learn to optimize their creative outcomes by developing and practicing creative cognition and metacognition. This paper provides a holistic perspective on creativity, enabling the formulation of a comprehensive theoretical framework of creative metacognition. It focuses on the design thinking approach to creativity and explores the role of metacognition in four areas of creativity expertise: Products, Processes, People, and Places. The analysis includes task-outcome relationships (product metacognition), the monitoring of strategy effectiveness (process metacognition), an understanding of individual or group strengths and weaknesses (people metacognition), and an examination of the mutual impact between environments and creativity (place metacognition). It also reviews measures taken in design thinking education, including a distribution of cognition and metacognition, to support students in their development of creative mastery. On these grounds, we propose extended methods for measuring creative metacognition with the goal of enhancing comprehensive assessments of the phenomenon. Proposed methodological advancements include accuracy sub-scales, experimental tasks where examinees explore problem and solution spaces, combinations of naturalistic observations with capability testing, as well as physiological assessments as indirect measures of creative metacognition. KW - accuracy KW - creativity KW - design thinking KW - education KW - measurement KW - metacognition KW - innovation KW - framework Y1 - 2023 U6 - https://doi.org/10.3389/fpsyg.2023.1157001 SN - 1664-1078 VL - 14 PB - Frontiers Research Foundation CY - Lausanne ER - TY - JOUR A1 - de Paula, Danielly A1 - Marx, Carolin A1 - Wolf, Ella A1 - Dremel, Christian A1 - Cormican, Kathryn A1 - Uebernickel, Falk T1 - A managerial mental model to drive innovation in the context of digital transformation JF - Industry and innovation N2 - Industry 4.0 is transforming how businesses innovate and, as a result, companies are spearheading the movement towards 'Digital Transformation'. While some scholars advocate the use of design thinking to identify new innovative behaviours, cognition experts emphasise the importance of top managers in supporting employees to develop these behaviours. However, there is a dearth of research in this domain and companies are struggling to implement the required behaviours. To address this gap, this study aims to identify and prioritise behavioural strategies conducive to design thinking to inform the creation of a managerial mental model. We identify 20 behavioural strategies from 45 interviewees with practitioners and educators and combine them with the concepts of 'paradigm-mindset-mental model' from cognition theory. The paper contributes to the body of knowledge by identifying and prioritising specific behavioural strategies to form a novel set of survival conditions aligned to the new industrial paradigm of Industry 4.0. KW - Strategic cognition KW - mental models KW - industry 4.0 KW - digital transformation KW - design thinking Y1 - 2022 U6 - https://doi.org/10.1080/13662716.2022.2072711 SN - 1366-2716 SN - 1469-8390 PB - Routledge, Taylor & Francis Group CY - Abingdon ER -