Design Thinking in Higher Education Case Studies: Disciplinary Contrasts between Cultural Heritage and Language and Technology
Design thinking is a set of cognitive, strategic, and practical procedures used in innovation. This article argues that this approach varies across disciplines. The contexts for this study are two higher educational frameworks where language and technology have different aims and target unique skill...
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| Format: | Article |
| Language: | English |
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MDPI AG
2024-01-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/14/1/90 |
| _version_ | 1797344229151735808 |
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| author | Mary Griffith Clotilde Lechuga-Jimenez |
| author_facet | Mary Griffith Clotilde Lechuga-Jimenez |
| author_sort | Mary Griffith |
| collection | DOAJ |
| description | Design thinking is a set of cognitive, strategic, and practical procedures used in innovation. This article argues that this approach varies across disciplines. The contexts for this study are two higher educational frameworks where language and technology have different aims and target unique skill sets and where transdisciplinarity is crucial. In our contrastive case study, we use a four-step model to compare two contexts. QUAN(qual) → QUAL mixed methodology is used which includes a quantitative and a qualitative comparative analysis. Context one takes place in an education faculty and focuses on developing cultural heritage. Context two takes place within a research project on linguistics and telecommunications involving linguistic analysis and bioelectrical measurement. Our findings indicate that there are clear and specific differences between the two domains when approaching design thinking. We observe that engineers seem to have a tangible final product in mind at each step of the process, while in the social sciences, the construct is more humanistic in its approach and works towards multiple tangible goals, including an examination of the existing needs in the community. The novelty of the study is the applied approach it takes in treating transdisciplinarity as a skill that is essential both in research as well as in the teaching–learning process. |
| first_indexed | 2024-03-08T10:59:20Z |
| format | Article |
| id | doaj.art-94dde8b5098d428c90c81ff16b48d926 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-08T10:59:20Z |
| publishDate | 2024-01-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-94dde8b5098d428c90c81ff16b48d9262024-01-26T16:10:32ZengMDPI AGEducation Sciences2227-71022024-01-011419010.3390/educsci14010090Design Thinking in Higher Education Case Studies: Disciplinary Contrasts between Cultural Heritage and Language and TechnologyMary Griffith0Clotilde Lechuga-Jimenez1Department of Didactics of Languages, The Arts and Sports, Faculty of Education Science, University of Malaga, 29071 Málaga, SpainDepartment of Didactics of Mathematics, Social and Experimental Sciences, Faculty of Education Science, University of Malaga, 29071 Málaga, SpainDesign thinking is a set of cognitive, strategic, and practical procedures used in innovation. This article argues that this approach varies across disciplines. The contexts for this study are two higher educational frameworks where language and technology have different aims and target unique skill sets and where transdisciplinarity is crucial. In our contrastive case study, we use a four-step model to compare two contexts. QUAN(qual) → QUAL mixed methodology is used which includes a quantitative and a qualitative comparative analysis. Context one takes place in an education faculty and focuses on developing cultural heritage. Context two takes place within a research project on linguistics and telecommunications involving linguistic analysis and bioelectrical measurement. Our findings indicate that there are clear and specific differences between the two domains when approaching design thinking. We observe that engineers seem to have a tangible final product in mind at each step of the process, while in the social sciences, the construct is more humanistic in its approach and works towards multiple tangible goals, including an examination of the existing needs in the community. The novelty of the study is the applied approach it takes in treating transdisciplinarity as a skill that is essential both in research as well as in the teaching–learning process.https://www.mdpi.com/2227-7102/14/1/90higher educationtransdisciplinaritydesign thinkinglanguage and machine learningcultural heritage |
| spellingShingle | Mary Griffith Clotilde Lechuga-Jimenez Design Thinking in Higher Education Case Studies: Disciplinary Contrasts between Cultural Heritage and Language and Technology Education Sciences higher education transdisciplinarity design thinking language and machine learning cultural heritage |
| title | Design Thinking in Higher Education Case Studies: Disciplinary Contrasts between Cultural Heritage and Language and Technology |
| title_full | Design Thinking in Higher Education Case Studies: Disciplinary Contrasts between Cultural Heritage and Language and Technology |
| title_fullStr | Design Thinking in Higher Education Case Studies: Disciplinary Contrasts between Cultural Heritage and Language and Technology |
| title_full_unstemmed | Design Thinking in Higher Education Case Studies: Disciplinary Contrasts between Cultural Heritage and Language and Technology |
| title_short | Design Thinking in Higher Education Case Studies: Disciplinary Contrasts between Cultural Heritage and Language and Technology |
| title_sort | design thinking in higher education case studies disciplinary contrasts between cultural heritage and language and technology |
| topic | higher education transdisciplinarity design thinking language and machine learning cultural heritage |
| url | https://www.mdpi.com/2227-7102/14/1/90 |
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