AbstractThis paper outlines a research process entwined with delivery of a final year elective module "Managing Strategic Design". The research has been based on six roundtable discussions with a variety of participants from Design and Busi-ness communities. The module challenges these students to develop truly innovative business opportunities. The process of doing so is at times deeply uncomfortable but it is at these points that students' learning can be most productive. The iterative process of research and teaching have led us, the authors, to reflect on the value and positioning of design and strategic thinking in business education: the methodology behind our particular curriculum delivery drawing on cross disciplinary teaching and learning; the ability of students to learn from practice by experiencing 'zones of discomfort' and 'what if' scenarios. These reflections have altered the focus of the module, from provision of tools students need to know to understanding the learning journey and facilitating the acquisition of decision-making confidence in response to a complex challenge.
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Bibliographic InfoArticle provided by RCTS, TPL in its journal Border Crossing: Transnational Working Papers.
Volume (Year): 2011 (2011)
Issue (Month): 1102 (August)
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Web page: http://www.regents.ac.uk/home/research/bctwp.aspx
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- Julie L. Ozanne & Bige Saatcioglu, 2008. "Participatory Action Research," Journal of Consumer Research, University of Chicago Press, vol. 35(3), pages 423-439, 03.
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