University of North Carolina Wilmington

Towards a Design Thinking Mindset in Academic Staff Development: Cross-continental design principles for blended learning course design



Design Education Strategy

As a contemporary and boundary spanning approach, design thinking is entering higher education yet is unestablished in academic staff development. This study aims to reflect on two staff development interventions, one offered in the United States and one in South Africa, on blended learning course design, aimed at promoting a ‘design thinking mindset' among university lecturers. By analysing the design process and features of both programmes, we discuss the implications and potential of design thinking for academic staff development. Across these two contexts, there exists an increased awareness of and empathy for a diverse student body, the value of interdisciplinary collaboration, peer mentoring, and reflective thinking.

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