Integrating design thinking and anthropology as enablers in addressing responsible innovation

Abstract

This work explores the integration of design thinking (DT) and anthropology as enablers in addressing responsible innovation in a real-world project. We used a problem and project-based learning (PPBL) approach with transdisciplinary research to explore such integration. We implemented design thinking as a reflective practice, process and mindset and postmodern anthropology as an approach and interpretative anthropology as an instrument. The objective is to integrate both when teaching strategic innovation as they help secure profitability while being responsible for the negative implications of innovation and its hidden un(der)costed flows. We designed a project-based learning approach embedded in a problem-based learning approach to expose students to the complexity of responsible innovation and distinguish its different elements through a sustained period. We documented a semester-long project where an interdisciplinary undergraduate group (non-designers) and community members partnered to face a societal challenge. Students submitted reflection-in-action and reflection-on-action assignments throughout the semester, and we triangulated them with participative observation and physical artefacts to document their learning experiences. We used thematic analysis addressing recurrent themes, topics and relationships towards the experiential learning approach and instructional methodologies that facilitated learning DT, anthropology and responsible innovation. Students perceived that anthropology and DT helped them visualize unforeseen consequences, make the normative within the technical explicit, acknowledge plural viewpoints and promote collective learning. Second, they recognized human perspective, participatory tools, intentional actions and functional outcomes as approaches to attend to those external factors that discourage responsible innovation. Third, they discerned that a PPBL approach using transdisciplinary research enabled them to have a greater understanding of the topic, deeper learning and increased motivation to learn. It also facilitated taming ill-defined problems while producing new understandings and feasible solution-oriented outcomes. This work discusses the need for theories and pedagogies to teach contemporary innovation in business education. First, we contributed to the former by embedding anthropology and DT to discuss responsible innovation as an essential element in devising strategic innovation. It emphasizes the need for academics and non-academic participants to reflect on their role and power in developing integrated knowledge for science and society. Second, we explore the practical implications of integrating a PPBL approach in business education pedagogy. It allows students to work in real-world settings and produce workable contributions to (and with) society. This project provides a detailed and descriptive analysis of a PPBL approach that aims to address responsible innovation in a public project while documenting students learning experiences. This work contributes to empirical research addressing pedagogies and advancing new theories in business education.