words but even with pictures and other creative techniques because not every

Words but even with pictures and other creative

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words, but even with pictures and other creative techniques because not every feeling can be expressed only with words. Only if there is something . . . your colleagues can touch, can they start to understand the meaning of the idea. While the overall experience of the course was positive for the students, there were nevertheless limitations. The limited time available for the course restricted the students ability to absorb and fully implement the new process: more time would have allowed for richer, deeper user research and more thoroughly elaborated implementation plans. In addition, students had difficulty with the ambiguity of the final assignment and sought clearer direction. In spite of the limitations, several students found the approach transformative, as
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exemplified by the following quote: Having a look on my everyday life, I often find myself looking out for possible solutions when I recognize a problem. I cannot stop that, it is crazy! But I like it. Next week, I start an internship in the international human resources management at an Austrian production concern. In my mind, I already have so many approaches 140 New Educatio nal Perspectives for Designers and Manag ers to innovate the existing tools and habits that I would like to go there and change everything. Conclusion Management education can learn from the user-centred movement in design. This involves building innovative solutions to problems based on an intimate understanding of users and the context of use, in addition to the circumstances faced by the business. The change required of business schools is both attitudinal and epistemological. Business students need to learn to put users, broadly defined, at the centre of their efforts as managers and to collaborate to provide them with value. Attitudinally, this Figure 9.2 Photographs from Strategic Innovation Course in Linz, Austria. (Top) Using Collages to Prototype the Experience. Photograph by David Dunne. (Bottom) Group Work on Problem Framing. Photograph by David Dunne. User-centred Design 141 entails true identification with users and the circumstances in which they find themselves, along with a high degree of openness and curiosity. On an epistemological level, students can be provided with research methods and thought tools to focus their attention on users. To achieve these changes, business schools need to develop a curriculum that pushes students to experience user s issues face-to-face by working on challenging, dynamic, ill-structured problems.
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