People Place Process: A self-reflection tool to become a professional in design thinking, based on pedagogical action research

The nature of design thinking projects requires a great capacity to solve situated-inquiry problems (versus technical problem solving – Schön). Design thinking requires practitioners to become reflective professionals. This piece of research provides a protocol and tools to guide their journey of self-reflection.
Doctoral dissertation of Véronique Hillen

Dissertation Website

The nature of design thinking projects requires a great capacity to solve situated-inquiry problems (versus technical problem solving – Schön). Design thinking requires practitioners to become reflective professionals. This piece of research provides a protocol and tools to guide their journey of self-reflection:

Pedagogical action research represents the oldest strand of action research, reaching back to the Science of Education movement in the late nineteenth century (Bain, Boone) and revived in the early twentieth century by the work of John Dewey. The ultimate goal of reflective teaching is to develop teachers’ skills in ‘‘reflection-in-action”, i.e., their ability to frame and reframe problems, find solutions instantly on the basis of their interpretation and analysis of the situation, and construct new meanings and directions for future actions (Schön). The protocol and tools developed in this research have been adapted to design thinking projects, both in academic and business contexts.