Using case studies they discuss the processes

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on their practical activities. Using case studies, they discuss the processes underlying certain successful design projects. Nevertheless it is not intended to teach practical design skills in the context of, for example, product design or graphic design. Experts in design theory also teach in the module design studies . In their courses, they present different approaches to and distinct applications of design methodology, which are then explored in regard to their applicability to different contexts. Finally, the teachers from design studies are integrated in many of the other program modules. Thus, design perspectives have a great influence on the student projects mentioned above. Cross-disciplinary Team Work Referring to GK VanPatter (Bruder and V anPatter 2006) it is extremely important to teach innovation process mastery and cross- disciplinary team dynamics mastery. The Zollverein School demonstrates that it is indeed challenging to ask professionals with cross-disciplinary backgrounds to work together in teams, especially in a school setting. While the professionals are used to working in cross-disciplinary teams in their everyday work life, they are also used to clear role assignments in such professional teamwork. For example, one is either the client or the contractor. Further, in their professional lives, they are used to being part of a hierarchical system that can affect the efficiency and the dynamics of teamwork substantially. In many companies, people with a business (often financial) background still dominate the higher positions. This explains why it is still
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quite rare to find professional teams with mutual consideration of perspectives from business and design. This means that, even (or especially) for students with professional backgrounds, it is difficult to use teamwork as a source for innovative problem-solving strategies. It is na ve to think that it is enough to assign students with different background to teams and just wait for them to master cross-disciplinary team dynamics by doing teamwork. Because of the importance of team dynamics mastery the cross-disciplinary teamwork topic forms part of different modules of the MBA business design programme (for example, in the organization and leadership or innovation modules). It is not enough to look at the dynamics of cross-disciplinary teamwork from an outside perspective. The projects of the MBA students (which are executed in crossdisciplinary teams) are accompanied by a module called leadership skills . The aim of this module is to support personal development and the leading skills of our students by introducing self-reflective elements into their team building and teamwork. Some of the topics within this module are: self-organization; management of complexity and difference; structures of power within organizations; leadership and organization; participation.
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