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Design Thinking in Aviation

Design Thinking in Aviation

Code: ATB2RQ103
Scope: 10 ECTS
Timing: 1 semester
Language: English
Curriculum: Master in Aviation and Tourism Business
Course level: Elective Advanced Professional Studies
Course type: Elective

Prerequisites

Three years of work experience in aviation industry.

Starting level and linkage with other courses

The course is part of Elective Advanced Professional Studies

Learning objectives and assessment

Grade 1

  • The student can partially understand and appreciate the key elements of Design Thinking on a theoretical level and has a basic command of the related terminology.
  • The student has a partial understanding of how a culture of innovation is related to the competitiveness and growth of the firm.
  • The student partially understands how to encourage the adoption of a lean-thinking, human-centered design mindset to foster innovation and create new customer oriented solutions.
  • The student can partially understand the role of customers and other stakeholders in the co-creation and generation of business solutions and innovations in creating competitive advantage to a firm.
  • The student has rudimental command of techniques to solicit stakeholder and customer engagement and to effectively increase customer understanding and appreciation in the design process.
  • The student is able to encounter customers and has an elementary command of basic service skills and attitude.
  • The student has rudimental knowledge of tools to develop and apply Design Thinking, including the use of big data in enhancing customer understanding, idea generation techniques, user-centered design, concept development, cultivation and iteration tools and rapid prototyping.
  • The student can partially identify the most common potential pitfalls and risks in Design Thinking and how to manage them.
  • The student assumes only weak responsibility for the client project including communication with the client, alterations to the project based on client demands, incorporating client needs in the project and reporting to the client
  • The student uses elementary project management tools and skills to a basic extent and can co-manage the project as part of a team keeping it on schedule and on target.
  • The student will be able to apply Design Thinking in an international corporate setting as part of a team.

 Grade 3

  • The student understands and appreciates the key elements of Design Thinking on a theoretical level and has a fair professional command of the related terminology.
  • The student has an understanding of how a culture of innovation is related to the competitiveness and growth of the firm.
  • The student understands how to encourage the adoption of a lean-thinking, human-centered design mindset to foster innovation and create new customer oriented solutions.
  • The student understands the role of customers and other stakeholders in the co-creation and generation of business solutions and innovations in creating competitive advantage to a firm.
  • The student adequately masters techniques to solicit stakeholder and customer engagement and to effectively increase customer understanding and appreciation in the design process.
  • The student has positive impact on customer encounters and is able to coach others in developing personal service skills and attitude.
  • The student has solid knowledge of tools to develop and apply Design Thinking, including the use of big data in enhancing customer understanding, idea generation techniques, user-centered design, concept development, cultivation and iteration tools and rapid prototyping.
  • The student can identify the most common potential pitfalls and risks in Design Thinking and how to manage them.
  • The student assumes responsibility for the client project including communication with the client, alterations to the project based on client demands, incorporating client needs in the project and reporting to the client
  • The student can use professional project management tools and skills and can manage the project keeping it on schedule and on target.
  • The student will be able to apply Design Thinking in an international corporate setting and to empower others in the organization to participate as part of a team or individually.

Grade 5

  • The student can fully understand and appreciate the key elements of Design Thinking on a theoretical level and has professional command of the related terminology.
  • The student has an excellent understanding of how a culture of innovation is related to the competitiveness and growth of the firm.
  • The student fully understands how to encourage the adoption of a lean-thinking, human-centered design mindset to foster innovation and create new customer oriented solutions.
  • The student can fully understand the role of customers and other stakeholders in the co-creation and generation of business solutions and innovations in creating competitive advantage to a firm.
  • The student skillfully masters techniques to solicit stakeholder and customer engagement and to effectively increase customer understanding and appreciation in the design process.
  • The student has positive impact on customer encounters and is able to coach others in developing personal service skills and attitude.
  • The student has professional knowledge of tools to develop and apply Design Thinking, including the use of big data in enhancing customer understanding, idea generation techniques, user-centered design, concept development, cultivation and iteration tools and rapid prototyping.
  • The student can skillfully identify the most common potential pitfalls and risks in Design Thinking and how to manage them.
  • The student assumes professional responsibility for the client project including communication with the client, alterations to the project based on client demands, incorporating client needs in the project and reporting to the client
  • The student can use professional project management tools and skills and can skillfully manage the project keeping it on schedule and on target.
  • The student will confidently be able to apply Design Thinking in an international corporate setting and to empower others in the organization to participate.

 Passed courses are assessed on a scale of 1 to 5.

Recognising and validating prior learning (RPL)

If students have acquired the required competences in previous work tasks, recreational activities or on another course, they can show the competences with a demonstration, and progress faster through their studies. More information and instructions for recognising and validating prior learning (RPL) are available at MyNet.

Working life connections

The entire course is undertaken as an assignment to an organisation; and done as a team. Students will be divided into teams and they are expected to have the whole responsibility of the project including arranging meetings with the commissioner, agreeing on project content, implementation and goal setting as well as agreeing on deliverables with the commissioner(s).

Internationality

The course is taught in English, is attended by international students and all assignments are related to an international company. The course is international by definition.

Learning methods

The learning methods are based on contact sessions and independent client work. Case-based learning is applied throughout the course. Students will work in teams to implement a real-life client project related to Design Thinking. In the client project, students will practice and develop their skills and knowledge in the tools and methods relevant to applying Design Thinking. Students are expected to assume entrepreneurial responsibility for the client projects from start to finish. Teachers will act as coaches in the student's learning processes.

Assessment

The course requires strong and goal-oriented commitment on behalf of the student to team work and the contact sessions in the module. The grade will be based partly on the output and the value of the project deliverables to the client company (40%) and partly on the students own commitment, activity and demonstrated professional attitude (40%). The third part of the assessment is an individual assignment, learning diary that includes also a relevant literature review (20%).

Course teacher(s)

Ivan Berazhny, Porvoo
Minna-Maari Harmaala, Pasila
Eva Holmberg, Porvoo

Learning materials

Examples of bibliography that can be used during the course:

Brown, Tim. Change by Design: How Design Thinking Transforms Organizations and Inspires Innovation. 2009. Harper Collins.

Lockwood T. (ed) . 2010. Design thinking : integrating innovation, customer experience and brand value. New York, NY. Allworth Press.

Macintyre M., Parry G. & Angelis J. (ed.). 2011. Service design and delivery Amsterdam. Bis Publishers

Ogilvie, Tim; Liedtka, Jeanne. 2011. Designing for Growth : A Design Thinking Toolkit for Managers. Columbia University Press.

Stickdorn M. & Schneider J. (ed). 2010. This is service design thinking : basics - tools - cases.

And other materials provided by the teachers and students.