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Title: Learning based on designing : research into designing as an educational paradigm
Author: Martrou, Gabriel Hernandez
ISNI:       0000 0004 6421 9132
Awarding Body: Lancaster University
Current Institution: Lancaster University
Date of Award: 2015
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The last decade has witnessed the proliferation of design thinking courses outside the realms of design education, which have acknowledged the power of design as a driver for learning and innovation. In highlighting the abilities and knowledge that design-related study brings, those initiatives have taken advantage of the mindset, methods and pedagogics connatural to design education. Nevertheless, extending design education outside the design context implies transferring embedded practices and principles conventionally passed on within the traditions of design education. Moreover, there is no unified theory of what design thinking is or what it comprises, nor enough evidence about the impact of design education outside its domains. Addressing this gap in theory, the present thesis investigates both design thinking principles and design education practices to present their advantages and disadvantages in the context of non-design education. Accordingly, a comprehensive literature review discusses nine propositions oriented to provide an initial theoretical basis for the development of a comparative case study, examining five non-design educational initiatives that promote design thinking as their distinctive badge. Using a common framework, each case develops an analysis presenting three main lines of enquiry. The first two look at the role of design thinking in organizational and pedagogical levels, while the third unveils the main advantages and drawbacks that its implementation entails. The study shows the coexistence of common and interconnected discourses and practices among the cases, as well as different emphases and beliefs that represent particular embodiments of design thinking discourses. The research aims to provide a framework for understanding the diversity of design's pedagogical practices, as well as orientating future programs in which designerly kinds of learning might constitute an alternative to traditional education.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available