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• W2165778511 abstract "1. INTRODUCTION Design thinking is a rigorous body of knowledge about the design process as a means of approaching managerial problems(Simon 1996). Under a design-thinking paradigm, students would be encouraged to think broadly about problems, develop a deep understanding of issues, and plan process to implement a good idea. The concept of design thinking can potentially address many of the criticisms currently being leveled at business programs(Dunne and Martin 2006). Design thinking is different from critical thinking in that design thinking is process-oriented while critical thinking is judgment-oriented. In business education case studies emphasize more on critical thinking, but less on design thinking. Design thinking results from the nature of design work: a project-based work flow around problems (Dunne and Martin 2006). This note describes our experiences of teaching knowledge management(KM) based on a design thinking approach. 2. A DESIGN THINKING APPROACH TO KM KM is an emerging academic discipline(Grossman 2007). KM has been taught in business programs for a few years. Recently, several business schools have established MBA programs with concentration on KM(WWL 2007). In its broadest definition KM is the process that generate values for the organization through the use of its intellectual and knowledge assets(Schultz and Leidner 2002). Contemporary KM must be facilitated by IT, and thus KM is commonly taught by MIS faculties. Given the breadth of the subject and how it has diffused throughout the curricula of business programs, it is natural that there are a variety of methods of teaching/learning KM. Yet, they can be placed in two major categories: non-clinical and clinical. In the non-clinical method students typically learn concepts of KM, including KM strategies, IT support for KM, and organizational knowledge sharing and enterprise resource integration(Davenport and Prusak 2000), a variety of KM models such as OODA loop(Fallows 1981) and PDSA cycle(Deming 1992), and a number of KM cases (e.g., Heier et al. 2005). Students get a general overview of KM, perhaps practice some simulations and receive an overview of the impact of KM on social networks. However, in this method it is not intended that students learn the practical skills of KM process. The clinical method is distinct from the non-clinical method in the application of design thinking. In clinical method students conduct practical KM projects for organizations in their business community. Students perceive the needs for KM in the real world around them, and learn to identify KM opportunities and plan KM for real organizations. A KM project must be based on an organization where the student obtains first-hand experiences. Given the restricted number of courses in business programs, it is ideal to integrate the two methods by including non-clinical modules as well as a clinical module in teaching KM. However, there have been few textbooks that strike a practical balance between the two methods. Also, pedagogical approaches to the integration of the two methods are scarce in the business education literature. 3. AN INDUCTION MODEL FOR THE CLINICAL MODULE The literature(e.g.,(Boland and Collopy 2004)) has addressed numerous aspects of design thinking. In terms of cognitive aspects, design thinking includes induction, deduction, and abduction mental processes. Induction is generalization from specific instances and is the initial stage of design thinking. Accordingly, a pedagogical design for a clinical module should emphasize induction in order to activate students' design thinking. Generally, to facilitate design thinking, we need models(Dunne and Martin 2006). The major task of pedagogical design for the clinical module then becomes the development of an induction model for KM projects. After reviewing the best methodical KM cases (e. …" @default.
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• W2165778511 title "A Design Thinking Approach to Teaching Knowledge Management" @default.
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