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Describing and assessing co-design competences

Author

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  • Valérie Chanal

    (CERAG - Centre d'études et de recherches appliquées à la gestion - UPMF - Université Pierre Mendès France - Grenoble 2 - CNRS - Centre National de la Recherche Scientifique, Management, entrepreneuriat, innovation - CERAG - Centre d'études et de recherches appliquées à la gestion - UPMF - Université Pierre Mendès France - Grenoble 2 - CNRS - Centre National de la Recherche Scientifique)

  • Jacques Raynauld

    (HEC Montréal - HEC Montréal)

Abstract

Graduate innovation courses are still mostly discipline-specific (marketing, design, etc.) and rely on traditional knowledge acquisition. To get a better understanding of the innovation learning process, we adopt a co-design perspective where participants from different disciplines are working simultaneously and collectively to develop an idea. We then propose a set of seven co-design competences and 23 associated observable indicators to guide students in their learning endeavor and to help evaluators in their assessment tasks. We finally briefly discuss a companion portfolio tool to implement this process.

Suggested Citation

  • Valérie Chanal & Jacques Raynauld, 2014. "Describing and assessing co-design competences," Post-Print halshs-01185808, HAL.
    • Handle: RePEc:hal:journl:halshs-01185808
    Note: View the original document on HAL open archive server: https://shs.hal.science/halshs-01185808
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    Keywords

    innovation; co-design; competences; skills; assessment;
    All these keywords.

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