Utilising Design Thinking to Refine Customer Requirements – a Case Study Using the Concrete Supply Chain as an Example

Cementitious materials, mostly concrete and mortar, account for about one‐third of all materials extraction worldwide. Material flow data in this industry are still unsatisfactory, especially related to unused extraction materials, quarry wastes, and water consumption, aspects which usually are not included in environmental analysis studies. The aim of this study is to conduct a material flow analysis (MFA) of the Brazilian concrete and mortar supply chain to quantify material use efficiency (ME) and dematerialization potential. The MFA includes extraction, production, and construction stages for the following indicators: i) unused extraction; ii) quarry waste; iii) water consumption; iv) material wastage; v) raw material consumption; vi) energy carriers; and vii) atmospheric emissions. The results demonstrated that the primary raw material footprint is about 456 million metric tons (Mt) corresponding to a metabolic rate of 2.2 metric tons/capita (t/capita). After including unused extraction, quarry wastes, water consumption, and secondary materials this value increases to 4.1 t/capita corresponding to a total material consumption of 840 Mt. Concrete and mortar can be produced using two routes—mixing on site or industrial mixing. We conclude that the industrial scenario allows for dematerialization by about 8% for concrete and 24% for mortar, by mass; and the average material use efficiency is low, at about 53% for concrete and 34% for mortar.

Design thinking, recognised as a human-centred approach to problem-solving, has garnered attention as a pedagogical framework across various disciplines, including higher education, for its potential to cultivate innovation, creativity, and problem-solving skills. In chemical engineering education, integrating design thinking methodologies holds promise for enhancing students' problem-solving skills and innovation capabilities. However, despite its potential benefits, its specific application and impact within chemical engineering education have not been extensively explored. Hence, this critical review paper aims to comprehensively analyse the application of design thinking pedagogy in chemical engineering education within higher education settings. This study contributes a systematic review and a case study from DUT, demonstrating the integration of design thinking pedagogy in chemical engineering education. The methodology involved in this review encompassed systematically searching academic databases, selecting relevant studies based on specific criteria, extracting data, synthesising findings, and reporting adapted from Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The overarching question that guided this investigation was: How could the integration of design thinking pedagogy in chemical engineering education enhance student learning outcomes and prepare them for the challenges of the engineering profession? Integrating design thinking pedagogy in chemical engineering education aims to improve student learning outcomes by fostering a holistic approach to problem-solving, emphasising empathy, creativity, and collaboration. By incorporating design thinking principles into the curriculum, educators seek to cultivate a mindset of innovation and critical thinking among students, preparing them to tackle complex engineering challenges in a dynamic and rapidly evolving global context, such as the shift towards ‘green engineering’. Design thinking pedagogy could potentially bridge the gap between theoretical knowledge and practical application of engineering principles, concurrent with developing essential soft skills such as communication, teamwork, and adaptability, which are crucial for success in the engineering profession. Through active learning, interdisciplinary collaboration, and realworld application of engineering principles, design thinking in engineering education could equip students with the skills and mindset to become creative problem solvers, effective communicators, and ethical leaders. It is evident that design thinking offers a promising avenue to concurrently enhance student engagement, develop conceptual learning, critical thinking skills, promote interdisciplinary collaboration, and prepare students for the demands of the chemical engineering profession. The findings highlight the importance of integrating design thinking principles in chemical engineering education to cultivate a culture of innovation, creativity, and adaptability among students. Moving forward, further research is needed to evaluate the effectiveness of design thinking pedagogy in enhancing student learning outcomes and to identify best practices for its implementation in chemical engineering education. Furthermore, researchers are encouraged to conduct empirical studies to assess the impact of design thinking pedagogy on student learning outcomes, engagement, and professional development in chemical engineering education.

Design thinking is a process based on a set of tools that encourage innovation and is advocated to be used to solve abstract and complex problems (Brown, 2019). It is a human-centered approach to innovation, the concept is based on understanding customer’s needs (IDEO, 2022). This interactive, creative, experimental, collaborative, and explorative can play very important role in designing assistive technologies. In this article, we present case study research where design thinking methodology is used to develop accessible technology- Morphic auto personalization. Morphic is a tool that helps to discover features in computers that make them easier to use, allows anyone to make frequently used features and functions easily available and allows accessibility settings to follow users to other computers (Morphic, 2022). Through this case study, we identify how the use of design thinking methodology supports the development IT accessible technology. This work implemented a protocol of guidelines developed by a group of experts in disability research, information technologies, design, and management. The team conducted 5 phases of design thinking: 1. Empathize—research users’ needs, 2. Define—state users' needs and the problems, 3. Ideate—challenge assumptions and create ideas, 4. Prototype—start to create solutions, 5. Test—try solutions (Kelley, Kelley, 2013).Design thinking approach helped to develop a holistic understanding of the problems that users deal with when they use computers. Thanks to this project research participants were provided a grounded basis on assistive technologies built into the computers. The research revealed knowledge gap that the development of assistive technology should enhance the voice of participants and consider their ideas, desires and needs. Design thinking approach can develop a holistic understanding of the problems that users deal with when they use computers. Thanks to this project research participants were provided a grounded basis on assistive technologies built into the computers.

Context: Agile practices as well as UX methods are nowadays well-known and often adopted to develop complex software and products more efficiently and effectively. However, in the so called VUCA environment, which many companies are confronted with, the sole use of UX research is not sufficient to find the best solutions for customers. The implementation of Design Thinking can support this process. But many companies and their product owners don’t know how much resources they should spend for conducting Design Thinking. Objective: This paper aims at suggesting a supportive tool, the “Discovery Effort Worthiness (DEW) Index”, for product owners and agile teams to determine a suitable amount of effort that should be spent for Design Thinking activities. Method: A case study was conducted for the development of the DEW index. Design Thinking was introduced into the regular development cycle of an industry Scrum team. With the support of UX and Design Thinking experts, a formula was developed to determine the appropriate effort for Design Thinking. Results: The developed “Discovery Effort Worthiness Index” provides an easy-to-use tool for companies and their product owners to determine how much effort they should spend on Design Thinking methods to discover and validate requirements. A company can map the corresponding Design Thinking methods to the results of the DEW Index calculation, and product owners can select the appropriate measures from this mapping. Therefore, they can optimize the effort spent for discovery and validation.

Purpose Creativity as an outcome of our thoughts and actions is a controversial concept that has been discussed by many disciplines in different ways. In the light of cognitive research on creativity, this study aims to deal with the components of the idea generation process specific to interior design education. Based on the study conducted in the interior design studio, this paper introduces the infographic model of design thinking. the main purpose of the model is to summarize how design students initiate the design process, create their own design ideas, and also how they lead design thinking for a spatial solution. Design/Methodology/Approach The cross-disciplinary research paper within the context of the psychological studies on creative cognition consists of a detailed analysis of the design process in the design studio. A case study was conducted in the second-year undergraduate interior design studio at Hacettepe University in order to observe the students’ experiences during one semester. In the wake of this qualitative research, the data obtained from 15 design students selected have been analyzed gradually and a design thinking model has been generated with the findings. Findings In addition to the interpretation of the creativity models from the literature, initial analyses showed that design thinking can be explained in three main stages as preparation, conceptualization, and spatialization that underlie the internal and external process of design thinking in the design studio. With subsequent analyses, these stages have been divided into different strategical layers according to students’ experiences. As a result, the infographic model of the design thinking process is structured based on the evaluations of these components and the design approaches identified. Research Limitations/Implications The data acquired from the case study undertaken by the author were compared so as to identify the similarities and diversities of these processes. More research on different stages of the design process can shed more light on design thinking. In addition to this, qualitative data are based on a small group of students to get detailed information about the process. The proposed model can be adapted for different studies in the context of the design studio with more participants. Practical/Social Implications The proposed model in the research is intended to be used as a content map that shows the alternative ways of thinking in design ideation, and also an analysis method of the design process for future studies. In other words, the paper shows the two-way implications of the design thinking model on design education. One of which is a guide for practical use for design students and the other is an analytical tool for studio instructors or researchers. Originality/Value This study brings to focus on conceptualization and spatialization for creative idea generation in design studio education. On the basis of drawn from creativity models, the paper introduces a new process model that provides an original interpretation of existing models in design. The proposed model differs from previous cognitive studies, as it expands the ideation process with both internal and external operations.

To deal with the constant changes in the social environment today, companies must adopt appropriate changes to face different challenges. Some change model was developed, however merely following the steps and procedures of these change models is not enough. Being able to change the thinking of the team is also a crucial factor. In recent years, many companies have used design thinking methods to engage in successful innovation and transition. Design thinking is a human-centered approach that focuses on interdisciplinary communication and the establishment of innovative thinking and implementation. The purpose of this study was to use design thinking to optimize the unfreeze step of change, develop a model, and determine whether this model can effectively help teams reach a consensus and set suitable visions and goals so that they can successfully initiate change. We used change in small physical bookstores (reference book stores) as an example in our case study. The results indicated that by integrating design thinking and change management, physical bookstore owners can efficiently define the visions of their companies when they are making transitions so that they can make preliminary plans for the change. Future studies can use the proposed model to examine similar small retail companies that are in need of change and innovative transitions as the times change.

This article aims to demonstrate the design thinking methodology applied in a specific challenge and its inherent problems. Nowadays, with the common concern of climate change issues, design assumes a global responsibility to change habits and behaviors. Universities as living laboratories of ideas and an-swers are called to action. In the work presented here, students were challenged to develop a project under the theme, seeds. With sustainable design and circular economy at the base of the creative process, in a thinking oriented towards truth, honesty, clarity and respect for people, 3 seeds are born. A hand-made clothing brand with dyeing based on three seeds: Paprika, Saffron and Pink Pepper. From the result were part not only the garments, but also communication strategy and graphic pieces that accompanied the whole concept and process of the project. For the development of the project, we intend a methodology that integrates practice as part of the method has come to characterize our action – practice-based and practice-led (Candy, 2006) - considering: wants to practice and reflection on the results of practice, as a source of new knowledge.Move forward from this knowledge about the practice and within of practice we adopted design thinking methodology not only because is a flexible methodology but also because can be used in any work field, since it as valuable elements, such as iterating frequently based on continuous feedback from all the intervenient. Through rapid low-resolution prototyping, ideas are continuously tested with the potential users. “Fail early in order to succeed sooner” is the Design Thinking principle that helps to maximize learning and insights, crucial for human centred innovation. Collaborative work in a small groups scenar-io map, leads to the discussion of solutions, and to the innovation that emerges from the different perspec-tives given by each person.In this context, it will be important to realize that, as a methodological resource in the development of a project, design thinking is able to provide an effective approach to problem solving, naturally facilitating the development of innovative approaches to problem solving, from the perspective of prototyping, rapid analysis and potential selection of end-user-focused solutions. Design thinking, besides guiding as a meth-odology, emerges as a unifying element of visual thinking and the creative process. Our aim with the students involved, based on active research and expression, is give them with skills capable of complementing their expertise, behaviors and methodologies in real work context since this methodology offered focuses on a practical approach.

Design thinking has emerged as a transformative methodology that bridges creativity and practical application in today's dynamic business environment. This chapter explores its evolution, core principles, and application as a human-centered, iterative, and collaborative approach to innovation. By contrasting it with traditional problem-solving models, the chapter highlights how design thinking fosters empathy, ideation, prototyping, and real-world impact. Case studies from firms like Airbnb, IBM, and Google illustrate its effectiveness in driving innovation. The chapter also addresses organizational barriers and misconceptions, offering strategies for embedding design thinking into corporate culture. Future-focused discussions examine the integration of AI and sustainability, and how design thinking influences strategic decision-making and governance. Ultimately, design thinking is presented as a vital capability that enables businesses to navigate uncertainty, foster innovation, and create user-centered solutions that are ethically and environmentally responsible.

Facilitating design thinking: A comparison of design expertise

The purpose of Design Thinking is to develop human resources who can exercise creativity in groups and solve various problems in society, mainly through group work. In Japan, many universities have introduced design thinking as an educational program. However, some issues have been pointed out, such as the inability in boosting students’ creativity. Studies have been conducted to examine the effects of design thinking on students’ creativity. The design thinking activities are performed in groups where various factors overlap and creativity is demonstrated as a collaborative effort. To date, only a few studies have examined design thinking as a collaborative creative activity. In this study, we targeted a university online class and recorded the students’ group work and analyzed by focusing on the relationships that are established among people and between people and objects. The results revealed the factors that constitute a collaborative creative activity.

Design thinking is considered as a creative, humancentred, participative, exploratory and problem-solving process that values different perspectives of a problem. In this study, we bring the design thinking in a curriculum framework of K-12 game creation by App Inventor which is currently popular block based programming environments for fostering Computational Thinking. In a case study on a middle-school students game creation course in Beijing, the students' creative thinking process and computational thinking skill are investigated in order to understand perceptions of App Inventor and physics cognitive knowledge involved in the game creation. The future work is to construct a framework of integrating the Design Thinking for cultivating K-12 students' computational thinking.

Due to the significant effect the COVID-19 epidemic had on employment and education within the tourism and hospitality sectors (Cameron et al., 2022; Carr, 2020; Fletcher et al., 2022) the purpose of this research project was to identify whether a different approach to vocational learning could better equip learners with the skills necessary to be work-ready. This research aimed to explore the application of a design thinking methodology to the development of a work-based learning programme for hospitality and tourism that serves the needs of industry and learners. The following fundamentals formed the basis of the research. • Explore the insights that can be gained by applying Design Thinking theory as a critical lens to evaluate teaching and learning initiatives in Tourism and Hospitality • Independently apply knowledge and implement this into the development of work-based learning pedagogic approach in tourism and hospitality education. • Evaluate the use of Design Thinking as a tool for pedagogic development through rigorous intellectual analysis, reflective practice, criticism and problem-solving. Initially, the methodology was Design Thinking incorporated into a work-based learning environment. However, the structure of the project had to be modified as a result of my transition to another role outside of Toi Ohomai Institute of Technology. As this was a major pivot, I realised that by creating a reflective case study, I could discover how Design Thinking might feature in the study. Therefore, Design Thinking was used to explore the insights of how Design Thinking could be applied to a living event in an educational setting. The key insights were that a Design Thinking approach to hospitality and tourism education enables learners to grow holistically because the skills are not technical rather 21st Century skills whereby the learners develop both soft and core skills. Additionally, there was evidence of increased levels of student confidence, motivation, whanaungatanga and interdisciplinary collaboration. However, there were challenges and the following recommendations were made. Design Thinking can be messy and for Design Thinking pedagogy to be implemented into a curriculum there needs to be collaboration across a variety of sectors and you need tutorial staff with agile ability to cope with different needs. Moving away from a prescribed delivery dictates the need to develop a toolbox of resources and as traditional education is highly structured and prescribed compared with Design Thinking which responds to ‘just in time’ teaching there-needs to be flexibility without time constraints. Through my experience as a practitioner, I have gained invaluable insights from completing my Master of Professional Practice. A key outcome from my research project is the ability to view and formulate innovative pedagogic concepts by approaching it through a Design Thinking perspective. My development has spanned the kaiako role I held within Toi Ohomai Institute of Technology, to the role as Ringa Whanake (Qualifications Development Facilitator) and a researcher. My new learning was a lived experience, unfolding and empowering changes to my practice.

Teams working on creative projects, such as design thinking, mostly face complex problems as well as challenging situations characterized by uniqueness and value conflicts. To cope with these characteristics, teams usually start doing something by drawing on their current store of experiences and professional knowledge, and then (re-)assess the outcomes produced, and adjust future actions based on insights obtained during the process. In reflecting on actions, tacit knowledge is revealed that enables designers to handle challenging situations. Although there is great potential to support design thinking by adding a reflection lens, we lack guidance on how, when, and on what to perform reflection. Based on scientific and theoretical literature, semi-structured interviews, a case study and a software prototype, prescriptive design knowledge on how to integrate reflection into design thinking is deduced, which enriches the scarce body of knowledge at the intersection of reflection and (digital) design thinking.

As the pace of societal and business change intensifies, so does the need to update curricula and innovate and optimize the delivery of courses within higher education institutions. Using an exploratory case study, we studied the use of Design Thinking as a course design method for designing an undergraduate entrepreneurship course. Despite being most commonly known as product or service design methodology, Design Thinking has shown promise as an innovation-oriented approach to course design. The case study shows how unlike traditional course design methods, the Design Thinking method is more empathetic and focused on the needs of students, is iterative, and supports creative solutions for key problems in the course. The key mindsets the teaching team developed were: (1) treating a course as an ever-evolving prototype; (2) empathizing with customers (students) to understand their beliefs, motivations, and needs; (3) rapidly responding to student feedback and consequently altering the prototype; and (4) changing the role of faculty members to not just deliver content but also to develop necessary skills and mindsets as well as to offer active support to student teams during project work. Some challenges of the method, such as the costs of continual prototyping, are also examined. This study adds to the limited body of literature on the use of Design Thinking in higher education for course design and innovation.

Despite the importance of science in our everyday life, a decline in students’ academic performances and interest towards Biology have been empirically publicized by several researchers. Though multifactorial, misconception remains one of the key factors affecting students’ understanding of concepts, exam grades and interest. Consequently, the literature is gauged with empirical research focusing on the appropriateness of different methods and strategies used to identify and clear students’ misconceptions in Biology. This case study uses a mixed epistemological stance to study the appropriateness of using the DTSICM (Design Thinking Strategy to Identify and Clear Misconceptions) model, underpinned by the Stanford’s design thinking framework, in identifying and clearing the misconception of twelve low-performing students in Biology. The findings revealed that (i) the use of design thinking-based DTSICM approach is efficient in clearing students’ misconceptions, with statistical significance at 5% level ( p>0.05), and (ii) the design thinking approach provide teachers with a formalised, context-driven, needs-based and adaptable pathway to identify and clear misconceptions of students, by engaging through the five decisive stages of the design thinking framework, namely ‘emphasize’, ‘define’, ‘ideate’, ‘prototype’ and test’.