Academic design research often fails to contribute to design practice. This dissertation explores how design research collaborations can provide knowledge that design professionals will use in practice. The research shows that design professionals are not addressed as an important audience between the many audiences of collaborative research projects. The research provides insight in the learning process by design professionals in design research collaborations and it identifies opportunities for even more learning. It shows that design professionals can learn about more than designing, but also about application domains or project organization.
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In this paper we explore the influence of the physical and social environment (the design space) son the formation of shared understanding in multidisciplinary design teams. We concentrate on the creative design meeting as a microenvironment for studying processes of design communication. Our applied research context entails the design of mixed physical–digital interactive systems supporting design meetings. Informed by theories of embodiment that have recently gained interest in cognitive science, we focus on the role of interactive “traces,” representational artifacts both created and used by participants as scaffolds for creating shared understanding. Our research through design approach resulted in two prototypes that form two concrete proposals of how the environment may scaffold shared understanding in design meetings. In several user studies we observed users working with our systems in natural contexts. Our analysis reveals how an ensemble of ongoing social as well as physical interactions, scaffolded by the interactive environment, grounds the formation of shared understanding in teams. We discuss implications for designing collaborative tools and for design communication theory in general.
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Collaborative learning is not a new teaching and learning approach; it has been around since the 1970s and is an evidence-based practice that has been proven to be effective time after time. Therefore, instead of reinventing the wheel or only relying on best practices or anecdotal evidence of what works and what doesn’t, especially when designing Collaborative Online International Learning (COIL) environments, educators might find it useful to make use of existing collaborative learning instructional design elements. These elements have been scientifically proven to be effective and can be applied in both the physical and online international classroom.
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Het lectoraat Co-Design van Hogeschool Utrecht doet met een systemisch-inclusieve ontwerpende aanpak praktijkgericht onderzoek, om complexe maatschappelijke vraagstukken te helpen oplossen. Binnen die onderzoeken stellen we vragen over het ontwerpproces en de mensen die daarbij betrokken zijn. Hoe kun je goed co-designen in de weerbarstige werkelijkheid? Wat kan helpen in die ontwerpende aanpak? Hoe kunnen mensen die niet zijn opgeleid als ontwerpers volwaardig meedoen in het ontwerpproces, en wat hebben zij daarvoor nodig aan ontwerpend vermogen? De kennis over ontwerpend vermogen die we de afgelopen vier jaar hebben opgedaan, delen we in dit boekje. We hebben dat proces getekend en beschreven als een reisverhaal van Co, die ons meeneemt op een boot over een rivier, door stroomversnellingen en langs landschappen. Met bijdragen van: Marry Bassa, Anita Cremers, Tanja Enninga, Anita van Essen, Christa van Gessel, Berit Godfroij, Joep Kuijper, Remko van der Lugt, Caroline Maessen, Lenny van Onselen, Dirk Ploos van Amstel, Karlijn van Ramshorst, Carolijn Schrijver, Fenne Verhoeven, Danielle Vossebeld, Rosa de Vries
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Educational innovations often tend to fail, mainly because teachers and school principals do not feel involved or are not allowed to have a say. Angela de Jong's dissertation shows the importance of school principals and teachers leading 'collaborative innovation' together. Collaborative innovation requires a collaborative, distributed approach involving both horizontal and vertical working relationships in a school. Her research shows that teams with more distributed leadership have a more collaborative 'spirit' to improve education. Team members move beyond formal (leadership) roles, and work more collectively on school-wide educational improvement from intrinsic motivation. De Jong further shows that school principals seek a balance in steering and providing space. She distinguished three leadership patterns: Team Player, Key Player, Facilitator. Team players in particular are important for more collaborative innovation in a school. They balance between providing professional space to teachers (who look beyond their own classroom) and steering for strategy, frameworks, boundaries, and vision. This research took place in schools working with the program of Foundation leerKRACHT, a program implemented by more than a thousand schools (primary, secondary, and vocational education). The study recommends, towards school principals and teachers, and also towards trainers, policymakers, and school board members, to reflect more explicitly on their roles in collaborative innovation and talk about those roles.
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Abstract from the authors: "In this paper we discuss our experiences of facilitating collaborative creative activities within healthcare. The study consists of a larger case study on innovation scouting with the staff at the emergency room backed up by a series of seven retrospective mini-case studies. By means of discussing our experiences we identify some insights and challenges. Challenges for design facilitators working in this domain relate to: 1) dealing with the clash of professional eco-systems, the informal designers’ way of working with the formal and procedural healthcare operations; 2) Positioning yourself ‘at the right table’ in order to find backing for concepts; and, 3) steering the intertwined processes of developing strategic direction and concrete products and services on the floor." Tanja van der Laan is spatial designer, lecturer and researcher, creative research group HKU Design (Hogeschool voor de Kunsten Utrecht).
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Horizontal collaborative purchasing (HCP) has often been cited as a way for hospitals to address the challenges of the rising healthcare costs. However, hospitals do not seem to utilize horizontal collaborative purchasing on any large scale, and recent initiatives have had mixed results. Focusing on Dutch hospitals, in this paper we present major impediments for collaborative purchasing, resulting in a first component of our proposed electronic horizontal collaborative purchasing model for hospitals; as a second component it contains a collaborative purchasing typology. A first validation round with hospital purchasing professionals, described separately in Kusters and Versendaal (2011), confirmed four applicable purchasing types and fourteen salient collaborative purchasing impediments. The model is operationalized by including possible information technology (IT) solutions that address the specific fourteen impediments. This model is validated through methodological triangulation of four different validation techniques. We conclude that IT has the potential to support, or overcome, the impediments of HCP. The validation also reveals the need to distinguish between more processrelated, as opposed to social-related, obstacles; the immediate potential for IT solutions is greater for the process-related impediments. Ultimately, we conclude that the collaborative epurchasing model (e-HCP) and implementation roadmap can be used by healthcare consortia, branche organizations, partnering healthcare institutes and multi-site healthcare institutes as a means to help identifying strategies to initiate, manage and evaluate collaborative purchasing practices
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Junior design professionals experience conflicts in collaboration with others, with value differences being one of the issues influencing such conflicts. In a retrospective interview study with 22 design professionals, we collected 32 cases of perceived conflicts. We used a grounded theory approach to analyse these cases, resulting in five conflict categories that group 24 distinct value differences arising in 10 critical moments, an event that causes the value-based conflict. Thus, value differences are underlying the perceived conflicts of junior design professionals on many different occasions during collaboration with others. Conclusions are drawn on setting up guidelines for addressing values in co-design practices and supporting junior designers in their professional development.
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Designers move more and more in the direction of Service Design, in which frequently a participatory or co-design approach is used to involve service providers in the design process. The designerprovider relationship in such Service Design processes differs in four aspects from traditional client-relationships: The relationship is 1) more dynamic and interactive, 2) based on collaboratively evolving ideas and ambitions, 3) focusing on the process of innovation, rather than on the outcome, and 4) frequently based on extrinsic motivation for innovation or on fuzzy starting points. Designers experience difficulties in persuading service providers of the importance of such a collaborative approach, while providers are not familiar with this kind of approach and their organizations are not ready for such a kind of collaboration. This paper positions designer-provider relationship in Service Design processes in literature and describes a research proposal for the development of an efficient and effective participatory design intervention that stimulates collaboration between designers and service providers.
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Design In our modern world, we are constantly confronted by challenges of a societal, ecological, organisational, strategic or cultural nature. These so-called wicked problems are difficult to define and even harder to solve, often requiring feats of collaboration. Design, Play, Change is a Design Thinking book and game created for managers, entrepreneurs, trainers, coaches, educators and students who want to develop innovative ideas for future change within and between their teams or organisations. In short, this book is the active agent that can be used to theorise, restructure and overcome challenges we face on a daily basis. Play Crafted both for experts in Design Thinking and for those just getting started, Design, Play, Change will explain the theory behind designing as well as demonstrate how to think, act, create and feel like a designer. With 40 method cards, spanning across different critical roles like the Creator, Emphatiser, Thinker and Maker, the book presents an extremely accessible and fun way of examining complex contemporary challenges with a light-hearted outlook. Regardless of what challenge needs to be overcome, this collaborative game creates a shared vision of the challenge at hand while also generating inspiring insights, fresh ideas and productive activities. Above all, Design, Play, Change is inspirational, energising and fun for you and the whole team playing along with you. At it’s core, Design, Play, Change teaches readers and players a practical way of reframing, envisioning and evaluating their challenges and ideas, addressing them like a designer would in a collaborative game format. Design, Play, Change is a game and a book and is avaliable here: https://www.bispublishers.com/design-play-change.html
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