This dissertation explores the emerging subject of Design Thinking amidst the increasingly accelerating evolution of the subject. As the term design thinking is becoming more popular and is being taught in diverse disciplines in higher education, both in and beyond the traditional realms of design such as graphic design, a question arises as to what exactly it is and how it could or should be taught. This dissertation combines reflective practice and action research to contribute to the understanding and subsequent proposal of a holistic approach in the teaching of Design Thinking.

A review of literature published on the subject from the 1980s onwards brought forth some common themes and concerns that have been addressed, initially from the disciplines of engineering and architecture, and later on in product development and business. In the course of the reflective journey, the guiding vision of using design to create a better future for mankind took shape. Reflecting on and combining themes and strategies found in literature, a number of selected ideas were refined to be implemented in a pilot teaching project.

The selected ideas were organized and integrated in the planning and implementation of the pilot course, a 200-level course in Design Thinking offered in a trans-disciplinary, technology-oriented undergraduate program. Within the context of action research, data was collected throughout the course, including personal observations and notes, assignments, tests, discussion forums, surveys and evaluations. The data was then analyzed and reflected upon.

Since the pilot teaching project in the fall term of 2009, the subject of Design Thinking has burgeoned, resulting in a significant number of publications stemming simultaneously from isolated disciplines within the course of a year. New insights gained from this literature, along with the findings gathered from the pilot teaching project, converged to furnish suggestions for potential future directions in practice and research.

This dissertation is illustrated with 18 sample slides used in the pilot course, 45 artworks collected from students, 6 tables and 1 diagram.