As the aviation industry has become more complex and uncertain, we need to teach aviation topics with different pedagogical approaches: making the educational setting interdisciplinary and more design-and user-driven. We developed a design curriculum to address emerging complexity around air travel journeys and piloted the curriculum at a major research university in the Netherlands. Novice students in engineering, design, and social science programs in the Future of Airport minor on campus engaged in a quarter-long design course centered on the seamless air travel experience. The course aims to teach students how to approach the complexity of an airport and the stakeholders involved and design for people in transit. Data were collected from the results of work in document format (project progress reports and final deliverables) from thirty-five student teams who collaborated with aviation industry sponsors to develop solutions to address complex system-level industry design challenges. We classified the detailed project brief and outcomes by different innovation levels (product, service, system, or socio-technical), and examined the design methods implemented by each team over the design process. Our discussion is divided into (D1) trajectory of levels of innovation traveled during the project execution, (D2) descriptive reflection on overall selecting design methods, (D3) design method selection dynamics over design phases in complex problem domains, and (D4) challenges of offering a design approach to novice engineering students, drawn from the reflection by course coordinators and coaches on the course structure and contents.@en

Increasingly digital products and services make cybersecurity a crucial issue for designers. However, human-centered designers struggle to consider it in their work, partially a consequence of the high psychological distance between designers and cybersecurity. In this work, we build on the Design for Cybersecurity (DfC) Cards, an intervention to help designers consider cybersecurity, and examine a project-based design course to understand how and why specific DfC cards were used. Three findings result. First, designers found the intervention useful across all design phases and activities. Second, the cards helped design teams refocus their attention on the problem domain and project outcome. Third, we identify a need for support in framing and converging during user research, opportunity identification, and prototyping. We argue that the psychological distance between designers and the problem space of cybersecurity partially explains these findings, and ultimately exacerbates existing challenges in the design process. These findings suggest that design interventions must consider the psychological distance between designer and problem space, and have application in design practice across many complex problem domains.

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Design team decision-making underpins all activities in the design process. Simultaneously, goal alignment within design teams has been shown to be essential to the success of team activities, including engineering design. However, the relationship between goal alignment and design team decision-making remains unclear. In this exploratory work, we analyze six student design teams’ decision-making strategies underlying 90 selections of design methods over the course of a human-centered design project. We simultaneously examine how well each design team’s goals are aligned in terms of their perception of shared goals and their awareness of team members’ personal goals at the midpoint and end of the design process, along with three other factors underpinning team alignment at the midpoint. We report three preliminary findings about how team goal alignment and goal awareness influence team decision-making strategy that, while lacking consistent significance, invite further research. First, we observe that a decrease in awareness of team members’ personal goals may lead student teams to use a different distribution of decision-making strategies in design than teams whose awareness stays constant or increases. Second, we find that student teams exhibiting lower overall goal alignment scores appear to more frequently use agent-driven decision-making strategies, while student teams with higher overall goal alignment scores appear to more frequently use process-driven decision-making strategies. Third, we find that while student team alignment appears to influence agent- and process-driven strategy selection, its effect on outcome-driven selection is less conclusive. While grounded in student data, these findings provide a starting place for further inquiry into of designerly behavior at the nexus of teaming and design decision-making.

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Designers' choices of methods are well known to shape project outcomes. However, questions remain about why design teams select particular methodsand how teams' decision-making strategies are influenced by project- and process-based factors. In this work, we analyze novice design teams' decision-making strategies underlying 297 selections of human-centered design methods over the course of three semester-long project-based engineering design courses. We propose a framework grounded in 100+ factors sourced from new product development literature that classifies design teams' method selection strategy as either agent-, outcome-, or process-driven, with eight further subclassifications. Coding method selections with this framework, we uncover three insights about design team method selection. First, we identify fewer outcomes-based selection strategies across all phases and innovation types. Second, we observe a shift in decision-making strategy from user-focused outcomes in earlier phases to product-based outcomes in later phases. Third, we observe that decision-making strategy produces a greater heterogeneity of method selections as compared to the class average as a whole, or project type alone. These findings provide a deeper understanding of designers' method selection behavior and have implications for effective management of design teams, development of automated design support tools to aid design teams, and curation of design method repositories, e.g., theDesignExchange.

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Designers’ choices of methods are well known to shape project outcomes. However, questions remain about why design teams select particular methods and how teams’ decision-making strategies are influenced by project- and process-based factors. In this mixed-methods study, we analyze novice design teams’ decision-making strategies underlying 297 selections of human-centered design methods over the course of three semester-long project-based engineering design courses. We propose a framework grounded in 100+ factors sourced from new product development literature that classifies design teams’ method selection strategy as either Agent- (A), Outcome- (O), or Process- (P) driven, with eight further subclassifications. Coding method selections with this framework, we uncover three insights about design team method selection. First, we identify fewer outcomes-based selection strategies across all phases and innovation types. Second, we observe a shift in decision-making strategy from user-focused outcomes in earlier phases to product-based outcomes in later phases. Third, we observe that decision-making strategy produces a greater heterogeneity of method selections as compared to the class average as a whole, or project type alone. These findings provide a deeper understanding of designers’ method selection behavior and have implications for effective management of design teams, development of automated design support tools to aid design teams, and curation of design method repositories@en