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Design Thinking Concept in higher education sector: A comparison of a representative the Polish and the American university

Zbigniew Malara

Wroclaw University of Science and Technology, Wroclaw, Poland

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

ORCID: 0000-0002-4404-4959

Keywords:
design thinking, high education sector, curriculum development

Yasmin Ziaeian

Wroclaw University of Science and Technology, Wroclaw, Poland

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

ORCID: 0000-0003-4713-1860

DOI: https://doi.org/10.56652/ejmss2021.2.2
received:   10.09.2021
corrected:  22.09.2021
accepted: 15.10.2021

Abstract

Design thinking is an instrument for promoting innovation in business and also a new and important approach in education. Design thinking is a creative process, which enables the student to improve innovative personalities and will also help to create contemporary educational tools. Based on the query of the literature review, the authors of the article noticed the presence of this issue in the works of theoreticians, and at the same time they stated noticeably lack of indications for the implementation of these findings and possibilities and their verification in practice (educating specialists and students). As traditional education and learning tools are not sufficient, therefore the importance of design thinking is increasing in high education sectors, despite the implementation of this topic at universities and business schools being very slow. This study compares the courses at Hasso Plattner Institute of Design at Stanford University (d.school), as the leader in the field of design thinking, and Wroclaw University of Science and Technology. Using a case study approach, could assist the researchers in understanding the gaps and provide suggestions for improving the courses in a  Polish university in comparison with the leader of design thinking.

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