Tan, Berk Goksenin;
Sakman, Ozum Karya;
Buruk, Oguz Oz;
Genc, Caglar;
Havlucu, Hayati;
Besevli, Ceylan;
Yildiz, Zeynep;
... Ozcan, Oguzhan; + view all
(2025)
Developing a scale for design thinking mindset and abilities: Measuring the course impact among multidisciplinary undergraduate students.
International Journal of Technology and Design Education
10.1007/s10798-025-10015-0.
(In press).
![[thumbnail of Besevli_FinalforDistribution_Revised_Version_ITDE-D-25-00076.pdf]](https://discovery.ucl.ac.uk/style/images/fileicons/text.png) |
Text
Besevli_FinalforDistribution_Revised_Version_ITDE-D-25-00076.pdf Access restricted to UCL open access staff until 6 August 2026. Download (970kB) |
Abstract
Design Thinking (DT), the collaborative and human-centered problem-solving approach to tackling complex issues, is one of the most coveted skill sets of the twenty-first century. Institutions in industry and academia are actively seeking train- ing opportunities to increase their staff’s capability to harness the intricacies of DT. However, although there have been several different methods and curric- ula aimed at increasing individuals’ abilities in utilizing DT, previous studies do not put forth a validated scale that can be used to evaluate the impact of DT training on multidisciplinary undergraduate students with no prior DT experi- ence. We address this gap by providing a validated scale to measure the impact of DT mindsets and skills and to reveal the impact of a DT course based on self-reported quantitative data from 162 participants (control: 34, experimental: 128) who completed pre- and post-assessments. Moreover, we provide the result- ing two-factor structure, Flexible Thinking and Openness to Feedback, and show a statistically significant positive impact of a DT course for undergraduate stu- dents from diverse disciplines. In our experiment, modifying the IDEO Toolkit model by incorporating’video sketching’ and a’cryptomnesia-preventing guerrilla thinking task’ allowed us to develop a more affordable and universally accessible curriculum, as well as playing a crucial role in facilitating the development pro- cess. The validated scale developed in this research holds significant potential for adoption across educational, business, and industrial contexts, where fostering creativity and innovation is critical.
| Type: | Article |
|---|---|
| Title: | Developing a scale for design thinking mindset and abilities: Measuring the course impact among multidisciplinary undergraduate students |
| DOI: | 10.1007/s10798-025-10015-0 |
| Publisher version: | https://doi.org/10.1007/s10798-025-10015-0 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Design Thinking, Design Thinking Impact Measurement, Design Thinking Mindset and Abilities, Education & Educational Research, Education, Scientific Disciplines, Engineering, Engineering, Multidisciplinary, MIXED RESEARCH, Scale Development, Science & Technology, Social Sciences, Technology, Undergraduate multidisciplinary course |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > UCL BEAMS UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of Engineering Science > Dept of Computer Science |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10215692 |
Archive Staff Only
 |
View Item |
