Managing Innovation and Design Thinking Specialization

Start Date: 07/12/2020

Course Type: Specialization Course

Course Link: https://www.coursera.org/specializations/managing-innovation-design-thinking

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About Course

Go beyond general management with structured models and techniques used by successful entrepreneurs and CEOs. You will learn how to drive innovation at any stage of business development — from developing an idea to leading a company. Taught by award-winning faculty from HEC Paris, one of Europe’s leading business schools, the curriculum provides structured models and techniques that teach you to be an innovator and change-maker in any industry. This Specialization is part of the HEC Paris MSc in Innovation and Entrepreneurship. If you are admitted to the full program, your courses count towards your degree program.

Course Syllabus

Boosting Creativity for Innovation
Strategic Management of Innovation
Organizational Design and Management
Design Thinking

Deep Learning Specialization on Coursera

Course Introduction

Drive innovation. Incorporate design thinking and creativity into your everyday business practices. Managing Innovation and Design Thinking Specialization This course gives you an in-depth look at how to think critically and creatively about your products and services, and also how to manage innovation and design. In this course, you will learn what is critical to think critically and creatively – both internally and with external stakeholders. We will cover topics such as process theory, design thinking, product strategy, and customer-facing thinking - core disciplines of innovation and design. You will also learn how to use design thinking in a strategic and holistic way, including strategies for implementation. You will also learn how to think critically and creatively about your product or service offering, and how to manage innovation and design. In this course, you will learn what is critical to think critically and creatively - both internally and with external stakeholders. We will cover topics such as process theory, design thinking, product management, customer-facing thinking, and how to manage innovation and design. You will also learn how to use design thinking in a strategic and holistic way, including strategies for implementation. You will also learn how to think critically and creatively about your product or service offering, and how to manage innovation and design. In this course, you will learn what is critical to think critically and creatively about your product or service offering, and how to manage innovation and design. Upon completing this course, you will: 1. Understand how to think critically and creatively about your products and services,

Course Tag

Brainstorming Design thinking methodology Prototyping Creative confidence Problem Solving

Related Wiki Topic

Article Example
Design thinking There are currently many researchers exploring the intersection of design thinking and education. The REDLab group, from Stanford University's Graduate School of Education, conducts research into design thinking in K-12, secondary, and post-secondary settings. The Hasso Plattner Design Thinking Research Program is a collaborative program between Stanford University and the Hasso Plattner Institute from Potsdam, Germany. The Hasso Plattner Design Thinking Research Program's mission is to "apply rigorous academic methods to understand how and why design thinking innovation works and fails."
Design thinking Although design is always influenced by individual preferences, the design thinking method shares a common set of traits, mainly: creativity, ambidextrous thinking, teamwork, user-centeredness (empathy), curiosity and optimism. These traits are exemplified by design thinking methods in "serious play".
Design thinking Christoph Meinel and Larry Leifer, of the HPI-Stanford Design Thinking Program, laid out four principles for the successful implementation of design thinking:
Design thinking Taking Design Thinking to Schools identifies the following design thinking process:
Design thinking By employing this process, the Stanford team and Taking Design Thinking to Schools participants collaborate to develop coursework that students will find engrossing and "hands-on." Thus, the program at Stanford combines both design thinking for teachers who must create alternative curriculum and students who must complete the design thinking-based projects.
Design thinking The process is characterized by the alternation of divergent and convergent thinking, typical of design thinking process.
Design thinking The limits of the first kind of design thinking in business are also being explored. Not all problems yield to design thinking alone, where it may be a "temporary fix". Design thinking companies including IDEO and Sense Worldwide are responding to this by building business thinking capabilities.
Design thinking Design thinking refers to creative strategies designers utilize during the process of designing. Design thinking is also an approach that can be used to consider issues and resolve problems more broadly than within professional design practice, and has been applied in business and to social issues. Design thinking in business uses the designer's sensibility and methods to match people's needs with what is technologically feasible and what a viable business strategy can convert into customer value and market opportunity.
Design thinking The notion of design as a "way of thinking" in the sciences can be traced to Herbert A. Simon's 1969 book "The Sciences of the Artificial", and in design engineering to Robert McKim's 1973 book "Experiences in Visual Thinking". Bryan Lawson's 1980 book "How Designers Think", primarily addressing design in architecture, began a process of generalising the concept of design thinking. A 1982 article by Nigel Cross established some of the intrinsic qualities and abilities of design thinking that made it relevant in general education and thus for wider audiences. Peter Rowe's 1987 book "Design Thinking", which described methods and approaches used by architects and urban planners, was a significant early usage of the term in the design research literature. Rolf Faste expanded on McKim's work at Stanford University in the 1980s and 1990s, teaching "design thinking as a method of creative action." Design thinking was adapted for business purposes by Faste's Stanford colleague David M. Kelley, who founded the design consultancy IDEO in 1991. Richard Buchanan's 1992 article "Wicked Problems in Design Thinking" expressed a broader view of design thinking as addressing intractable human concerns through design.
Design thinking Apart from non profit entities and corporations, research universities are also involved in deploying design thinking curriculum to K-12 schools. Part of Stanford University's efforts to incorporate design thinking in education into a hands-on setting is the Taking Design Thinking to Schools initiative. The Stanford School of Education and d.school partner with K-12 teachers in the Palo Alto area to discover ways to apply design thinking in an educational setting. "Teachers and students engage in hands-on design challenges that focus on developing empathy, promoting a bias towards action, encouraging ideation, developing metacognitive awareness and fostering active problem solving."
Design thinking Another organization that works with integrating design thinking for students is the corporation NoTosh. NoTosh has a design thinking school to teach instructors how to implement design thinking into their curriculum. One of the design thinking techniques NoTosh adopted from the corporate world and applied to education is hexagonal thinking. Hexagonal thinking consists of gathering cut-outs in hexagon shapes and writing a concept or fact on each one. Students then connect the hexagons by laying related ideas or facts together. The visual representation of relationships helps students better conceptualize wicked problems. Another concrete example of design thinking in action is NoTosh's "Googleable vs NonGoogleable Questions" exercise. Given a specific topic, students brainstorm questions on that issue and divide their questions into "Googleable and NonGoogleable." Students research the Googleable questions and present their findings to the class while the NonGoogleable questions are used to create a project.
Design thinking Design thinking in education typically takes three forms: helping school administrators solve institution-based problems, aiding educators to develop more creative lesson plans, and engendering design thinking skills in students.
Design thinking Design thinking is currently being taught in "workshops, supplemental training, courses, or degree programs" in over 60 universities and colleges. Design thinking is used by colleges as a way to instruct students on the phases of design, and to help develop innovative solutions to existing problems. The d.school at Stanford University is a well-known design thinking program in higher education, with students from Stanford's departments of engineering, medicine, business, law, and education utilizing the d.school to develop innovative solutions to problems. The University of Kentucky also has formalized instruction on design thinking through its dLab. The dLab serves a multitude of functions from helping schools resolve their issues with design thinking to conducting empirical experiments on design thinking to collaborating with outside organizations to provide issues that plague their organization. Radford University, located in Radford, Virginia, currently offers a Master of Fine Arts (MFA) degree in design thinking. The MFA degree offered is a completely online degree that emphasizes design thinking, design history, design research, design management, and design doing.
Design thinking In addition to enriching curriculum and expanding student perspectives, design thinking can also benefit educators. Researchers have proposed that design thinking can enable educators to integrate technology into the classroom.
Design thinking The accountability to succeed on high-stakes standardized tests in K-12 environments prevents the implementation of design thinking curriculum. Educators feel that focusing on classic curriculum will better prepare their students to perform well on these exams. Resistance to design thinking also springs from concerns about the appropriateness of applying design thinking to an educational setting. It has been argued that design thinking is best applied by professionals who know a field well. Therefore, K-12 students who are limited by their reduced understanding of both the field and their still developing intellectual capacities may not be best suited to design thinking activities.
Design thinking Design thinking employs divergent thinking as a way to ensure that many possible solutions are explored in the first instance, and then convergent thinking as a way to narrow these down to a final solution. Divergent thinking is the ability to offer different, unique or variant ideas adherent to one theme while convergent thinking is the ability to find the "correct" solution to the given problem. Design thinking encourages divergent thinking to ideate many solutions (possible or impossible) and then uses convergent thinking to prefer and realize the best resolution.
Design thinking In the K-12 arena, design thinking is used to promote creative thinking, teamwork, and student responsibility for learning. The nonprofit Tools at Schools aims to expose students, educators, and schools to design thinking. The organization does this by facilitating a relationship between a school and a manufacturing company. Over a minimum of six months, representatives from the manufacturing company teach students the principles of design and establish the kind of product to be designed. The students collaborate to design a prototype that the manufacturer produces. Once the prototype arrives, the students must promote the product and support the ideas that lead to its design.
Design thinking AIGA has implemented a movement, DesignEd K12, to take designing thinking to schools. This movement is guided by volunteers and there is not a specific program to follow; instead volunteer designers introduce students to the design field and consequently, design thinking. DesignEd K12 intends to motivate students to use design thinking to solve problems; to create a network where designers, students, and educational professionals share best practices; to shape a recommended approach to teaching design; and to cultivate a passion for design among young people. Across the nation, many of AIGA's chapters are working with school districts. The programs range in scope; some mentor students who have shown an interest in design, while other programs offer students the opportunity to explore design and participate in design thinking projects within scheduled classed or through an after-school activity.
Design thinking Design thinking has been outlined as a meaningful approach for facing wicked problems. The adoption of a design mindset helps understand that there can be many solutions for a given situation and that any design requires testing. From this perspective, bringing design thinking to learning design and design expertise to the development process of technological learning solutions can contribute to the creation of more holistic solutions in learning through ICT.
Design thinking Design thinking calls for considering the given user case from various perspectives, empathizing with users, and addressing various stakeholders.