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Design Thinking Concept w sektorze szkolnictwa wyższego: porównanie przedstawiciela uczelni polskiej i amerykańskiej

Zbigniew Malara

Politechnika Wrocławska,

Wrocław, Polska

e-mail: zbigniew.malara@pwr.edu.pl

ORCID: 0000-0002-4404-4959

Słowa kluczowe:
design thinking, sektor szkolnictwa wyższego, rozwój programów nauczania.

Yasmin Ziaeian

Politechnika Wrocławska,

Wrocław, Polska

e-mail: yasmin.ziaeian@pwr.edu.pl

ORCID: 0000-0003-4713-1860

DOI: https://doi.org/10.56652/ejmss2021.2.2
otrzymano: 10.09.2021
poprawiono: 22.09.2021
zaakceptowano: 15.10.2021

Streszczenie

Myślenie projektowe (ang. design thinking) jest instrumentem promowania innowacji w biznesie, a także nowym ważnym podejściem w edukacji. To proces twórczy, który umożliwia uczniowi doskonalenie innowacyjnej osobowości, a także pomaga w tworzeniu współczesnych narzędzi edukacyjnych. Przeprowadzając przegląd literatury, autorzy artykułu zauważyli obecność tego zagadnienia w pracach teoretyków, a jednocześnie stwierdzili zauważalny brak wskazań do wdrożenia tych ustaleń oraz ich weryfikacji w  praktyce (kształcenie specjalistów i  studentów). Ponieważ tradycyjne narzędzia edukacyjne nie są wystarczające, w  sektorach szkolnictwa wyższego rośnie znaczenie myślenia projektowego, mimo że wdrażanie tego tematu na uniwersytetach i w szkołach biznesu jest bardzo powolne. W niniejszym opracowaniu porównano kursy prowadzone w Hasso Plattner Institute of Design na Uniwersytecie Stanforda – lidera w  dziedzinie myślenia projektowego – oraz na Politechnice Wrocławskiej. Zastosowanie podejścia opartego na omawianym tu studium przypadku mogłoby pomóc naukowcom zrozumieć różnice między instytucjami, zauważyć luki na polskiej uczelni i zaproponować na niej poprawę kursów.

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