Design thinking and shared ignorance as a framework for student-faculty partnerships

A case study of the creation of teaching activities for wicked problems

Authors

  • Torstein Bolstad Department of Electronic Systems, Norwegian University of Science and Technology https://orcid.org/0000-0003-1785-2667
  • Anders Strømberg Department of Electronics Systems, Norwegian University of Science and Technology https://orcid.org/0000-0002-5950-644X
  • Sven Amberg Department of Electronics Systems, Norwegian University of Science and Technology
  • Ida Bjørnevik Department of Electronics Systems, Norwegian University of Science and Technology

DOI:

https://doi.org/10.15173/ijsap.v8i1.5614

Keywords:

design thinking, wicked problems, co-creation, student-faculty partnerships, power structures

Abstract

This case study describes and discusses how student-faculty partnerships can be strengthened through design thinking and the establishment of shared ignorance, i.e., an awareness of how none of the involved parties understands the problem or knows the optimum solution of the partnership project. As a case, we use a student-faculty project that aimed to develop course material for an electrical engineering course based on project work involving wicked problems. This project illustrates, through student and faculty reflections, how design thinking and shared ignorance can be used to subvert implicit power structures and strengthen the partnership and project outcomes.

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References

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Published

2024-05-13

How to Cite

Bolstad, T., Strømberg, A., Amberg, S., & Bjørnevik, I. (2024). Design thinking and shared ignorance as a framework for student-faculty partnerships: A case study of the creation of teaching activities for wicked problems. International Journal for Students as Partners, 8(1), 190–199. https://doi.org/10.15173/ijsap.v8i1.5614

Issue

Vol. 8 No. 1 (2024)

Section

Case Studies

License

Copyright (c) 2024 Torstein Bolstad, Anders Strømberg, Sven Amberg, Ida Bjørnevik

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