Educating Marketing Students to Understand Designers' Thought-Worlds

Autor/in	Blijlevens, Janneke
Titel	Educating Marketing Students to Understand Designers' Thought-Worlds
Quelle	In: Journal of Marketing Education, 45 (2023) 1, S.18-37 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Blijlevens, Janneke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-4753
DOI	10.1177/02734753211038997
Schlagwörter	Marketing; Teaching Methods; Design; Guidelines; Innovation; Undergraduate Students; Thinking Skills; Interdisciplinary Approach; Critical Thinking; Logical Thinking; Creative Thinking; Instructional Design; Active Learning; Visual Aids; Course Evaluation; Learning Activities; Student Attitudes; Empathy; Decision Making; Motor Vehicles; Artificial Intelligence; Schemata (Cognition); Alignment (Education) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Richtlinien; Denkfähigkeit; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Kritisches Denken; Kreatives Denken; Lesson concept; Lessonplan; Unterrichtsentwurf; Aktives Lernen; Anschauungsmaterial; Lernaktivität; Schülerverhalten; Empathie; Decision-making; Entscheidungsfindung; Motor vehicle; Kraftwagen; Künstliche Intelligenz; Cognition; Schema; Kognition
Abstract	Marketers and designers are likely to work together on innovation teams as they both have customer satisfaction as their end goals. Collaboration between these disciplines in innovation teams is often impaired due to the different thought-worlds that drive decision making: intuitive versus rational. To facilitate collaboration between design and marketing it is valuable to teach marketers about designers' ways of thinking. Approaches to teaching design thinking to marketing students often focus on students becoming more creative, intuitive, and innovative themselves. However, the integration of the two disciplines does not require that marketers become designers, and vice versa, as both bring unique skills necessary for successful innovation. An educational framework is presented that aims to teach marketing students an "understanding of the thought-world of design thinking" rather than to become design thinkers themselves. The focus is on recognizing how the others' approach to the same goals are complementary to their own approaches instead of being different or "wrong." This framework is unique in aligning design thinking phases with critical thinking phases--marketing students' dominant thinking style--through specifically chosen activities to scaffold the understanding of an intuitive, divergent, and creative thinking approach to the development of innovative marketing ideas. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01