A Cross-Disciplines and Cross-Sector Mixed-Methods Examination of Design Thinking Practices and Outcome

Abstract This mixed method study investigated design thinking (DT) practices and outcomes from across disciplinary frameworks within one institution of higher education. Building upon prior DT studies, it examined three interlocking research questions: What are being implemented the curriculum? kinds do faculty observe? significant relationships between particular observed outcomes? Thirty-five courses were via a survey adapted Liedtka Bahr (2019), semi-structured interview created by Lake, Ricco, Whipps (2018). In alignment with liberal arts educational practices, most frequently utilized included working in teams that recognize diverse contributions engaging active listening order to find shared meaning. Consistent expectations for project- team-based courses, felt such yielded valued outcomes, concluding built trust increased quality solutions. Relationships revealed utilization more ethnographic tools was associated lower frequency expanding resources, greater focus on criteria an ideal solution hampered efforts towards building. These findings suggest requires time which can be constrained imposed deadlines semester-based projects. The interviews pointed both similarities differences disciplines practices. Future investigating pedagogy should include faculty, students, stakeholders multiple touchpoints assessment identify learning experiences build change-making capacities yield genuinely valuable viable real world