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<p>Life Design is an innovative approach to career development and student growth, grounded in design thinking principles. Life Design mindsets—Curiosity, Reframing, Bias Toward Action, Mindfulness of Process, Radical Collaboration, and Storytelling—equip students with the essential skills needed to navigate uncertainty, make intentional career choices, and adapt effectively throughout their lives. Although Stanford’s Life Design Lab programming has been widely adopted across over 500 institutions, the literature lacks a comprehensive theoretical synthesis and rigorous empirical evaluation of its outcomes. This review addresses these gaps by integrating insights from education, psychology, sociology, career development, and organizational behavior, thereby establishing a robust conceptual foundation for Life Design mindsets. Drawing on program evaluations and emerging empirical research, we demonstrate that these mindsets significantly enhance student agency, career self-efficacy, resilience, and leadership capabilities. We also explore methodological considerations critical to assessing Life Design outcomes, identifying opportunities for future research including long-term impact studies and the creation of validated assessment tools. This systematic review offers educators, institutional leaders, and career professionals practical insights and guidance for embedding Life Design principles into higher education curricula and student support initiatives.</p>

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The Life Design Mindsets: A Review of Theory and Practice for Student Growth and Career Readiness

  • 期刊论文

  • 发表日期：

    2025年10月30日

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  • Daniel B. Davis,
  • Kathleen H. Davies,
  • Dustin Liu,
  • William Burnett

摘要

Life Design is an innovative approach to career development and student growth, grounded in design thinking principles. Life Design mindsets—Curiosity, Reframing, Bias Toward Action, Mindfulness of Process, Radical Collaboration, and Storytelling—equip students with the essential skills needed to navigate uncertainty, make intentional career choices, and adapt effectively throughout their lives. Although Stanford’s Life Design Lab programming has been widely adopted across over 500 institutions, the literature lacks a comprehensive theoretical synthesis and rigorous empirical evaluation of its outcomes. This review addresses these gaps by integrating insights from education, psychology, sociology, career development, and organizational behavior, thereby establishing a robust conceptual foundation for Life Design mindsets. Drawing on program evaluations and emerging empirical research, we demonstrate that these mindsets significantly enhance student agency, career self-efficacy, resilience, and leadership capabilities. We also explore methodological considerations critical to assessing Life Design outcomes, identifying opportunities for future research including long-term impact studies and the creation of validated assessment tools. This systematic review offers educators, institutional leaders, and career professionals practical insights and guidance for embedding Life Design principles into higher education curricula and student support initiatives.