MT2569 - Design Thinking - Blekinge Institute of Technology

1. Descision

This course is established by Dean 2020-02-27. The course syllabus is approved by Head of Department of Mechanical Engineering 2025-03-05 and applies from 2025-03-05.

2. Entry requirements

Admission to the course requires completed 150 credits, of which 60 credits from a MSc Engineering program, including completed courses Product Development Methodology (e.g., Innovative and Sustainable Product Development 1) 6 credits, Industrial Economics, Overview course, 6 credits or Basic Industrial Economics, 6 credits.

3. Objective and content

3.1 Objective

The aim of the course is to allow the student to gain insights and skills in how to create both technical and social innovations. The course deals with the design and development of new products (both goods and services) and new (technical and organizational) processes, with particular focus on methods, tools, and strategies for the early stages of the innovation process. The course is based on a Design Thinking process - a process for managing complex issues and contexts where the designer pair human needs with feasible solutions in a market-based offering - that includes lectures and exercises related to theories of design processes and methods within design and innovation. Students will actively search for and analyze users' needs to then develop ideas, concepts, and detail solutions to match those needs. Being able to combine profitability, feasibility, and desirability in a total offer is of crucial importance to PSS. Design Thinking is about giving the student insight and ability to match people's wishes and needs with what is technically feasible in a vigorous business offer for increased customer value and market opportunities. It is a method and approach that provides and develops tools to penetrate all innovation activities with a human-centered design philosophy.

3.2 Content

The course content is based on a mix of project work – which gives participants the opportunity to experience the design process – and lectures – which is characterized by a mixture of theory review (of methods, tools, and strategies for design and innovation) and active work in different team constellations.

The course addresses topics such as:

Design thinking basics
Design thinking criteria (desirability, feasibility, viability)
Development processes for products and product-service systems, respectively
What is innovation?
The Innovation process (Initiation, Inspiration, Ideation, Implementation)
Needfinding
Benchmarking, trend-watching, and tech-watching
Ideation
Concept design
Prototyping and prototype development
Value proposition

4. Learning outcomes

The following learning outcomes are examined in the course:

4.1. Knowledge and understanding

describe and analyse how development of new products (hardware and services) and new processes are organized according to a generic design thinking process,
identify and apply appropriate methods and approaches in each dimension of the innovation process,
describe and reflect on how innovations (e.g., products and/or services) are developed.

4.2. Competence and skills

explore and analyse needs, trends and technologies,
generate and analyse ideas and conceptual solution proposals,
critically, independently, and creatively identify and generate framing of innovation projects,
plan and perform a team-based design project,
verbally and in writing argue for and reflect on their findings and conclusions, in dialogue with other students.

4.3. Judgement and approach

analyse and describe the project outcome benefits and limitations, with respect to the success criteria (desirability, feasibility, viability),
analyse and reflect on project outcomes with respect to sustainable development (ecological, social and economic factors),
critically analyse, reflect on, and discuss their own – and others’ – approaches, insights and conclusions.

5. Learning activities

The course focuses on providing participants with the knowledge and skills to plan, execute, and critically evaluate development projects for innovation.

Learning objectives related to knowledge and understanding are primarily addressed through pre-recorded lectures covering key theories and concepts. Quizzes accompany the lectures to provide quick feedback and reflection on students' learning. After each lecture, a session follows, during which participants deepen their understanding of the theory through active group discussions with fellow students.
Furthermore, each student individually completes a research assignment within a specific, defined subarea they explore in depth. The assignment is assessed through an individual assignment and presentation. Learning objectives related to applying theory are examined through an individual reflection report.

Learning objectives related to competence and skills are addressed through group exercises, where students, under supervision, go through and test tools and methods linked to each phase of the innovation process. This is followed by an independent group project where students work on a real assignment from an external client. The assessment consists of a group project report and an individual reflection report, where each student reflects on their own learning and applying theory.

Learning objectives related to judgment and approach are connected with the execution of the projects. Here, students engage in active and critical dialogue, both within their groups and with other groups. Reflection and discussion on the project results and methods are central to developing assessment ability. The examination occurs in the individual reflection report and the project report written jointly in the group.

The final presentation of the live project work is an important learning opportunity for communicating and arguing for results and conclusions clearly and convincingly to an external audience.

To achieve the course's learning objectives, active participation and collaboration are expected. Therefore, all students are expected to attend all scheduled group sessions. If students cannot attend a session, they must notify the course coordinator in advance and complete an equivalent assignment assigned by the course coordinator. The assignment will cover the content and activities addressed during the session. Instructions and assessment criteria for the replacement assignment will be provided upon assignment.

Each student will maintain a continuous logbook of their activities and individually analyze and reflect in writing on their learning in relation to the course objectives.

6. Assessment and grading

Modes of examinations of the course

Code	Module	Credit	Grade
2010	Written reports	2.5 credits	AF
2020	Project assignment	2.5 credits	AF
2030	Written assignment	2.5 credits	AF

The course will be graded A Excellent, B Very good, C Good, D Satisfactory, E Sufficient, FX Failed result, a little more work required, F Fail.

The examiner may carry out oral follow-up of written examinations.

The information before the start of the course states the assessment criteria and make explicit in which modes of examination that the learning outcomes are assessed.

An examiner can, after consulting the Disability Advisor at BTH, decide on a customized examination form for a student with a long-term disability to be provided with an examination equivalent to one given to a student who is not disabled.

7. Course evaluation

The course evaluation should be carried out in line with BTH:s course evaluation template and process.

8. Restrictions regarding degree

The course can form part of a degree but not together with another course the content of which completely or partly corresponds with the contents of this course.

9. Course literature and other materials of instruction

Main literature:
Lewrick, M., Link, P., Leifer, L. (2018) The Design Thinking Playbook : mindful digital transformation of teams, products, services, businesses and ecosystems. Wiley. ISBN 978-1-119-46747-2
Lewrick, M; Link, P.; Leifer, L. The Design Thinking Toolbox. 2020. Wiley, ISBN 978-1-119-62919-1.

Reference literature:
Furr, N. & Dyer, J. (2014), ''The Innovator's Method: Bringing the Lean Startup into Your Organization'', Harvard Business Review Press, ISBN: 978-1-62527-146-4.
Dyer, J., Gregersen, H. & Christensen, C.M. (2011), ''The Innovator's DNA: Mastering the Five Skills of Disruptive
Innovators'', Harvard Business Review Press, ISBN: 978-1-4221-3481-8.
Brown, T. (2009), ''Change By Design: How Design Thinking Transforms Organizations and Inspires Innovation'', Harper Business, ISBN: 978-0061766084.
Kelley, T. & Littman, J. (2001), ''The Art of Innovation: Lessons in Creativity from IDEO, America's Leading Desing Firm'', Doubleday, ISBN: 0-385-49984-1.

Other teaching resources:
Scientific articles and industrial cases are distributed during the course.

10. Additional information

This course replaces MT2564

Course syllabus