Underfunded healthcare infrastructures in low-resource settings in sub-Saharan Africa have resulted in a lack of medical devices crucial to provide healthcare for all. A representative example of this scenario is medical devices to administer paracervical blocks during gynaecological procedures. Devices needed for this procedure are usually unavailable or expensive. Without these devices, providing paracervical blocks for women in need is impossible resulting in compromising the quality of care for women requiring gynaecological procedures such as loop electrosurgical excision, treatment of miscarriage, or incomplete abortion. In that perspective, interventions that can be integrated into the healthcare system in low-resource settings to provide women needing paracervical blocks remain urgent. Based on a context-specific approach while leveraging circular economy design principles, this research catalogues the development of a new medical device called Chloe SED® that can be used to support the provision of paracervical blocks. Chloe SED®, priced at US$ 1.5 per device when produced in polypropylene, US$ 10 in polyetheretherketone, and US$ 15 in aluminium, is attached to any 10-cc syringe in low-resource settings to provide paracervical blocks. The device is designed for durability, repairability, maintainability, upgradeability, and recyclability to address environmental sustainability issues in the healthcare domain. Achieving the design of Chloe SED® from a context-specific and circular economy approach revealed correlations between the material choice to manufacture the device, the device's initial cost, product durability and reuse cycle, reprocessing method and cost, and environmental impact. These correlations can be seen as interconnected conflicting or divergent trade-offs that need to be continually assessed to deliver a medical device that provides healthcare for all with limited environmental impact. The study findings are intended to be seen as efforts to make available medical devices to support women's access to reproductive health services.@en

In this paper, we explore how resilience and wellbeing can integrate into, and improve design pedagogy. We establish 10 principles for designer resilience from workshops with students, educators and design practitioners. Each principle offers a platform to develop subsequent learning activities that remedy hollow didactic statements observed in education and research discourse (embrace complexity, navigate uncertainty and ambiguity). Future research will report on the results of integrating these principles and subsequent learning activities into a revised Master of Science design curriculum.

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To reach the 2050 climate goals, massive socio-technical transitions are required. For requisite impact, not only industry and government need to transform, but a critical mass of society must adopt greener alternatives. However, people have a tendency to maintain the status quo and often resist change until a final moment of urgency or crisis. This study focuses on the Dutch energy transition. We propose and illustrate how social influence or ‘social contagion’ can be used to activate communities of citizens, not just individuals, to adopt greener alternatives; leveraging the strength of design in shaping behaviour (change). Lying at the intersection of design, psychology, and sociology, our study contributes toward theories of scaling behaviour change and proposes practical tools to establish change through design. The results show how design can play a critical role in shaping sustainable systemic transitions and argues for pluralistic applications of design thinking.@en

While the Pandemic has increased awareness towards student wellbeing in higher education (HE), it also exacerbated existing challenges. Specifically, students pursuing their master graduation thesis often find themselves isolated and overwhelmed due to the individualistic nature of their project and the pressure to create a ‘masterpiece’. In this paper, we provide insight into how designing for community can positively impact thesis design students’ motivation, sense of community and wellbeing, which we identify as drivers of student success. We discuss and evaluate a community-based learning (CBL) program we designed and implemented to improve student success during the master thesis journey of 92 students at the Faculty of Industrial Design Engineering, XXXX. Our findings from the program are that; (1) facilitating connections between students generates a sense of community; (2) a customizable program supports student agency which in turn drives motivation; (3) a focus on student success instead of performance improves wellbeing.
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Higher education (HE) students experience rates of depression and anxiety substantially higher than those found in the general population. Many psychological approaches to improving wellbeing and developing student resilience have been adopted by HE administrators and educators, especially during the Covid-19 pandemic. This article aims to review literature regarding integration of resilience and wellbeing in HE. A subsequent aim is to scope toward developing foundations for an emerging discipline specific concept–designer resilience. A literature scoping review is applied to chart various conceptual, theoretical and operational applications of resilience and wellbeing in HE. Twenty-seven (27) articles are identified and analysed. The scoping review finds that two general approaches to implementing resilience and wellbeing training exist in HE. First, articles reacting to a decline in student mental health and remedying this decline through general extra-curricular resilience or wellbeing programmes. Second, articles opting for a curricula and discipline-specific approach by establishing why resilience will be needed by future graduates before developing and testing new learning experiences. The presence of cognitive flexibility, storytelling, reframing and reflection lie at the core of the practice of resilience and design and therefore offer preliminary opportunities to develop ‘designer resilience’ training. Future research opportunities are identified throughout the article.

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This article presents empirical findings and recommendations from a survey of 100 industrial design engineering students from the Faculty of Industrial Design Engineering at Delft University of Technology, the Netherlands. The article adopts a self-deterministic motivation lens to present findings from a qualitative survey (N=100 respondents) and two member check workshops with design students and educators regarding motivations to study during COVID-19 restrictions. We identify that COVID-19 lockdown measures compromise three psychological prerequisites for motivation: ‘relatedness’, ‘autonomy’ and ‘competency’. We find that resilient students who have a sense of ‘purpose’ remain highly motivated. The article reveals creative approaches students are applying to build and sustain motivation during the COVID-19 pandemic. The article contributes recommendations for educators and administrators to promote student motivation in pandemic and post-pandemic higher education. This article contributes novel insights regarding how students in particular are remaining motivated to study during COVID-19.

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Positive student wellbeing is intrinsically connected to positive learning outcomes. Students learn more when they feel well, and the way we shape education influences the way students feel. The COVID-19 crisis has forced us to radically change our design education and is having a large impact on student wellbeing and learning. While some students manage well to adapt to the new circumstances, others struggle and face challenges such as risk of burnout, lack of motivation, and social isolation. In this paper we describe how we approached this challenge by applying methods and principles from strategic human-centred design and systems thinking. The strategic design approach included researching values and patterns in student and staff experiences. The systems approach meant that we saw the university as a complex adaptive system, which focused our activities on connecting staff and students who were and are running multiple creative experiments to promote student wellbeing. This approach is strategic because it supports continuous design and implementation of initiatives to promote wellbeing. While this is work in progress, we here present a number of design principles that we developed through this work that enable future designs that promote student wellbeing in (pandemic) higher education.

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This project concerns a consortium for knowledge sharing/research between TU Delft (IDE Faculty) and the Netherlands Red Cross for the purpose of developing a co-creation approach to resolving complex humanitarian problems. We focus on design for adaption and community resilience to the phenomena of urban heatwaves—prolonged periods of excessive heat in city environments.
A heatwave can be defined as a three-day mean temperature that is significantly above average temperatures of a region for the time of year1. There is a clear correlation between urban heatwaves, periods of excessive heat and high humidity, and national mortality rates (See Figure 2). Yet because urban heatwaves do not leave a trail of visible destruction like earthquakes, tsunamis and pandemics, these crises are often termed ‘silent-killers’.
Urbanisation, climate change, wealth disparity and an aging population mean that the veracity to which heatwaves effect society will increase leading to increased humanitarian risks and needs. There is now acknowledgment amongst the medical, climatic and humanitarian community that novel approaches to the development of strategies to mitigate the devastating effects of urban heatwaves are required2. The Netherlands Red Cross in collaboration the International Red Cross are increasingly focused on urban heatwaves as an identified humanitarian problem3.
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The formulation of questions in processes of design is an activity affected by cognitive biases inherent to humans. Cognitive biases, developed through gaining experience, influence how decisions are made during problem solving. When an outcome is predictable, experience provides mental shortcuts or heuristics to enable the problem solver to act effectively. When an outcome is uncertain, cognitive biases can wrongfully project preconceptions, elevate self-interest, and undermine the problem solver’s greater ambitions for positive impact. Mitigating cognitive bias is thus vital for design problem solving under conditions of uncertainty. Designers explore uncertainty through an approach typified by human empathy, problem framing, and creativity. This chapter reveals the nature of asking effective questions within designerly thinking. This means understanding nuances of context, surfacing novel insights about how a system performs, and crucially working out how people within systems experience the world around them.@en

A fundamental shift in the way society operates is approaching driven by advances in the field of artificial intelligence (AI). Yet, there is a comparative lack of discourse across the design discipline regarding this topic. While there are fragments of methodological readiness for designing (with/for) AI, the nuances of such need to be further explored. The aim of this article is to shed light on these and suggest a possible way forward for design that can ensure AI-powered artifacts remain safe even as their utility evolves over time.
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Identity development of design students is a dynamic entanglement between personal and professional identities. Yet, literature primarily focuses on professional identity, based on institutionalized definitions of design to which students must conform. In contrast, we explore personal motivations for wanting to become a designer. An instrumental case study explores how an undergraduate design student develops personal principles for good design, and a personal vision for designing. Results show these principles and underlying vision are applied in the student’s design work, leading to development of a holistic identity (personal and professional). Finally, we note this exercise necessitated a plural and dynamic understanding of design (education). We therefore encourage design students and educators to co-design educational spaces and processes to stimulate enriched potentiality of design culture.@en

To build and sustain the legitimacy of design as an approach to service innovation, we need an improved understanding of how and why service organizations fail to implement design-led service concepts. As service innovation implementation requires the synchronous interplay of service operators, customers and indirect stakeholders, challenges exceed the dichotomous relationship between design and production that informs much of the existing knowledge. In this study, we aim to diagnose what
organizational conditions function as barriers to innovation implementation in the context of a large service organization. We present findings from a 14-month action research study. The first author immersed himself in a large airline and engaged with employees from different levels of the organization to conduct actions as part of reflective, collaborative research cycles and to perform formal and conversational interviews. We find that implementation requires collaboration between three instead of two
organizational units: (1) an exploration hub; (2) a support partner and; (3) an operational unit. We reveal how conflicting organizational logics between these units obstructs implementation, not at a specific hand-over moment, but throughout the innovation process. Misalignment between units regarding what constitutes a legitimate priority, design approach and project scope results from these conflicts. This misalignment informs a not-invented-here response from units whose resources are required for implementation. We suggest that managing misalignments between organizational units requires institutional work in various layers of the
organization and that organizations take a risk when they leave the challenge of managing these conflicts completely to individual champions.@en

Design educators and industry partners are critical knowledge managers and co-drivers of change, and design graduate and post-graduate students can act as catalysts for new ideas, energy, and perspectives. In this article, we will explore how design advances industry development through the lens of a longitudinal inquiry into activities carried out as part of a Dutch design faculty-industry collaboration. We analyze seventy-five (75) Master of Science (MSc) thesis outcomes and seven (7) Doctorate (PhD) thesis outcomes (five in progress) to identify ways that design activities have influenced advances in the Dutch aviation industry over time. Based on these findings, we then introduce an Industry Design Framework, which organizes the industry/design relationship as a three-layered system. This novel approach to engaging industry in design research and design education has immediate practical value and theoretical significance, both in the present and for future research.

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Companies are organised to fulfil two distinctive functions: efficient and resilient exploitation of current business and parallel exploration of new possibilities. For the latter,
companies require strong organisational infrastructure such as team compositions and functional structures to ensure exploration remains effective. This paper explores the
potential for designing organisational infrastructure to be part of fourth order subject matter. In particular, it explores how organisational infrastructure could be designed in the
context of an exploratory unit, operating in a large heritage airline. This paper leverages insights from a long-term action research project and finds that building trust and shared
frames are crucial to designing infrastructure that affords the greater explorative agenda of an organisation.@en

Within the third wave of digital service innovation, framing is becoming increasingly complex. Accordingly, design practice finds itself in a transition from designing single service solutions that are shared, to designing systemic solutions that are shareable. We report a case study in which we use Cultural Historical Activity Theory (CHAT) to analyze the framing process that a designer went through when designing a digital service for a Connected Care startup. Results show the importance of the designer’s activity awareness and the challenge of dealing with relational complexity when framing the digital service innovation. With this work, we hope to inspire researchers and practitioners with the potential that CHAT has to offer for the reflective practice in digital service innovations.@en

In Hong Kong of the year 2017, a new academic community convened to attend to pressing issues regarding design as source of innovation. The inaugural Academy for Design Innovation Management Conference (nee Design Management Academy) attended to a sense of urgency regarding the adoption of design capabilities within organisations as source of innovation. The title of the conference, Research perspectives on creative intersections was therefore pertinent, with papers exploring how design and designers were intersecting with new business challenges. Two years later in London (2019), rhetoric has notably shifted from matters of adoption to strengthening design capabilities within organisations, thereby enabling those organisations to unlock the possibilities and subsequent benefits of design. These possibilities include but are not limited to strategic and cultural renewal, design of new processes and meaningful engagement with hard-to-reach stakeholders.
To address the complex nature of today’s societal and economic problems, professional organisations now recognize that traditional tools and approaches may not provide the required solutions. To address complex challenges, many managers and business leaders have consciously turned to design approaches over the past decade, including both public and private sectors. To increase design capabilities, these organisations have established innovation labs with designers, have recruited designers in strategic positions, and/or have started building the design competence of existing staff through educational programs, often provided by design consultancies. Yet to date, describing the resultant impact of teaching. Individual design competencies on organisational design capabilities has proven elusive.@en

This paper contributes to the growing maturity of transition design. A Dutch transition design project with the Dutch Government and food sector is presented and reveals the challenges of designing at a system level. Reflection on the project reveals two insights that were not factored within the project but in retrospect require the attention of transition designers; (1) the timing of the transition relative to the surrounding environment and; (2) the velocity or speed at which a transition can be fully enacted. The paper shifts to investigating change theories to identify possible directions to address these challenges. Theoretical implications are concluded from this investigation. This paper deals with politics, power, democracy, leadership, and enablers and inhibitors of change.@en

The design discipline is of increasing appeal to a public sector confronted with ill-defined problems consistent with the socially-embedded. This paper explores the role of design in policy making projects, by means of two case empirical case studies. We establish and apply a wicked problems perspective to analyse data from; (1) MindLab and (2) Helsinki Design Lab. Findings reveal that design is specifically useful in the mitigation of wicked policy problems when harnessed by a strategically composed multidisciplinary team including designers. The characteristics of design that are identified as essential are an interactive approach to problems, a holistic perspective, and a user-centred way of working. This paper contributes empirical evidence toward the role of design in policy making, drawing the two domains together via wicked problems theory.@en