DRS2012 Bangkok Proceedings Vol 4 - Design Research Society

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DRS 2012 Bangkok Chulalongkorn University Bangkok, Thailand, 1–4 July 2012 Transforming Universities with Design Thinking Randy SWEARER Philadelphia University Abstract This author asserts that U.S. higher education must greatly accelerate the rate at which it innovates by fundamentally redesigning itself. The paper approaches this subject by first outlining the significant challenges faced by American colleges and universities. It then analyzes the case of a university that is facing these challenges by broadly integrating design thinking into its curriculum and planning processes. The author frames the rationale for pursuing an innovation agenda in this manner and critically presents the results. The case suggests that under certain conditions it is possible for universities to become designable, and when this occurs innovative and integrative change is possible. Keywords: design thinking, organization design, university innovation Conference Proceedings 1787
1788 Conference Proceedings Transforming Universities with Design Thinking Randy SWEARER This paper chronicles a university’s pursuit of innovation by broadly integrating design thinking into the curriculum and operations. i The initiative was motivated in part by the tectonic shifts in U.S. higher education caused by fundamental changes in demographics, the economy, and the competitive environment for universities. The tremors emanating from these challenges have been rattling the foundations of higher education for many years, but they have now grown into a tsunami that quietly surges toward our campuses. The question faced by hundreds of universities is simple: Can these institutions develop life-preserving buoyancy by innovating, or will they become sunken treasures? ii The paper moves through a series of concentric topics, each of which provides a frame for the ideas that follow. Since the design-driven changes under way at Philadelphia University are systemically linked to the broader condition of U.S. higher education, the first conceptual ring begins with a macroscopic perspective on some of the salient challenges faced by universities at this moment in history and calls for urgent change. Moving inward, the second conceptual ring critically examines the position of design thinking at universities as a means of transformational agency. Finally, the central topic focuses on Philadelphia University and the cultural framework that led the University to this point in its evolution. This topic frames the rationale for pursuing a design-driven innovation agenda, explores why particular planning paths have been taken, and examines what has been accomplished along the way. Philadelphia University’s Mother Ship: The U.S. System of Higher Education Our society, economy, politics, and culture have been dramatically transformed during the past 25 years, driven by a range of factors, including the Internet and computational technologies, a metamorphosis of our economic landscape, significant demographic changes, and a sea change in political sensibilities. The complexity of this single knot of interwoven transformations far exceeds the knowledge building and disseminating frameworks of any single discipline, and holistically defining and addressing the resulting challenges exceeds the organizational capability of most universities. How has the typical university responded to this extraordinary cluster of interdependent changes? In most cases, it has merely tinkered: an incubator facility to spur innovation here, some interdisciplinary curricula and institutes there, or perhaps words in a mission statement about the importance of educating global citizens. This approach is woefully insufficient to meet the challenges ahead and, as we will see, many others share this appraisal. In 2005, the U.S. Secretary of Education created a commission to assess postsecondary education in the United States with a particular focus on improving professional education (Ruben, Lewis, & Sandmeyer, 2008). There is much to criticize about the Commission’s report, A Test of Leadership: Charting the Future of Higher Education (Miller et al., 2006), but one of the foundational findings rings true. The Commission characterizes U.S. higher education as a “mature enterprise”: Increasingly risk-averse, at times self-satisfied, and unduly expensive. It is an enterprise that has yet to address the fundamental issues of how academic programs and institutions must be transformed to serve the changing educational needs of a knowledge economy. It has yet to successfully confront the impact of globalization, rapidly evolving technologies, an increasingly diverse and aging
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