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<p>Design Thinking (DT), the collaborative and human-centered problem-solving approach to tackling complex issues, is one of the most coveted skill sets of the twenty-first century. Institutions in industry and academia are actively seeking training opportunities to increase their staff’s capability to harness the intricacies of DT. However, although there have been several different methods and curricula aimed at increasing individuals’ abilities in utilizing DT, previous studies do not put forth a validated scale that can be used to evaluate the impact of DT training on multidisciplinary undergraduate students with no prior DT experience. We address this gap by providing a validated scale to measure the impact of DT mindsets and skills and to reveal the impact of a DT course based on self-reported quantitative data from 162 participants (control: 34, experimental: 128) who completed pre- and post-assessments. Moreover, we provide the resulting two-factor structure, Flexible Thinking and Openness to Feedback, and show a statistically significant positive impact of a DT course for undergraduate stu- dents from diverse disciplines. In our experiment, modifying the IDEO Toolkit model by incorporating’video sketching’ and a’cryptomnesia-preventing guerrilla thinking task’ allowed us to develop a more affordable and universally accessible curriculum, as well as playing a crucial role in facilitating the development process. The validated scale developed in this research holds significant potential for adoption across educational, business, and industrial contexts, where fostering creativity and innovation is critical.</p>

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Developing a scale for design thinking mindset and abilities: Measuring the course impact among multidisciplinary undergraduate students

  • 期刊论文

  • 发表日期：

    2025年8月5日

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  • Berk Göksenin Tan,
  • Özüm Karya Sakman,
  • Oğuz ‘Oz’ Buruk,
  • Çağlar Genç,
  • Hayati Havlucu,
  • Ceylan Beşevli,
  • Zeynep Yıldız,
  • Yağmur Kocaman,
  • İhsan Ozan Yıldırım,
  • Cansu Çetin Er,
  • Ege Keskin,
  • Sami Gülgöz,
  • Oğuzhan Özcan

摘要

Design Thinking (DT), the collaborative and human-centered problem-solving approach to tackling complex issues, is one of the most coveted skill sets of the twenty-first century. Institutions in industry and academia are actively seeking training opportunities to increase their staff’s capability to harness the intricacies of DT. However, although there have been several different methods and curricula aimed at increasing individuals’ abilities in utilizing DT, previous studies do not put forth a validated scale that can be used to evaluate the impact of DT training on multidisciplinary undergraduate students with no prior DT experience. We address this gap by providing a validated scale to measure the impact of DT mindsets and skills and to reveal the impact of a DT course based on self-reported quantitative data from 162 participants (control: 34, experimental: 128) who completed pre- and post-assessments. Moreover, we provide the resulting two-factor structure, Flexible Thinking and Openness to Feedback, and show a statistically significant positive impact of a DT course for undergraduate stu- dents from diverse disciplines. In our experiment, modifying the IDEO Toolkit model by incorporating’video sketching’ and a’cryptomnesia-preventing guerrilla thinking task’ allowed us to develop a more affordable and universally accessible curriculum, as well as playing a crucial role in facilitating the development process. The validated scale developed in this research holds significant potential for adoption across educational, business, and industrial contexts, where fostering creativity and innovation is critical.