Design Thinking Concept w sektorze szkolnictwa wyższego: porównanie przedstawiciela uczelni polskiej i amerykańskiej
DOI:
https://doi.org/10.56652/ejmss2021.2.2Słowa kluczowe:
design thinking, sektor szkolnictwa wyższego, rozwój programów nauczaniaAbstrakt
Myślenie projektowe (ang. design thinking) jest instrumentem promowania innowacji w biznesie, a także nowym ważnym podejściem w edukacji. To proces twórczy, który umożliwia uczniowi doskonalenie innowacyjnej osobowości, a także pomaga w tworzeniu współczesnych narzędzi edukacyjnych. Przeprowadzając przegląd literatury, autorzy artykułu zauważyli obecność tego zagadnienia w pracach teoretyków, a jednocześnie stwierdzili zauważalny brak wskazań do wdrożenia tych ustaleń oraz ich weryfikacji w praktyce (kształcenie specjalistów i studentów). Ponieważ tradycyjne narzędzia edukacyjne nie są wystarczające, w sektorach szkolnictwa wyższego rośnie znaczenie myślenia projektowego, mimo że wdrażanie tego tematu na uniwersytetach i w szkołach biznesu jest bardzo powolne. W niniejszym opracowaniu porównano kursy prowadzone w Hasso Plattner Institute of Design na Uniwersytecie Stanforda – lidera w dziedzinie myślenia projektowego – oraz na Politechnice Wrocławskiej. Zastosowanie podejścia opartego na omawianym tu studium przypadku mogłoby pomóc naukowcom zrozumieć różnice między instytucjami, zauważyć luki na polskiej uczelni i zaproponować na niej poprawę kursów.
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