Changes

= <span style="font-family: Arial; font-size: 19px; font-weight: bold; white-space: prex-wrap; background-color: transparentlarge;">Re-structure the ecosystem:</span><br/><span style="font-size: 16px; font-family: Arial; font-weight: bold; vertical-align: baseline; white-space: pre-wrap; background-color: transparent;">TopRe-down approach</span><span style="font-size: 16px; font-family: Arial; vertical-align: baseline; white-space: pre-wrap; background-color: transparent;">: To bring in changes it should start from structure the people who delivers education i.e faculty. Currently there are structural barriers that are not flexible for the faculty to bring in change to the curriculum. These structural barriers includes not teaching courses outside their Programme, publish papers within a set interval etc. To overcome such barriers it has to be re-structured with financial incentives that can drive them towards the goal of inspiring the students.ecosystem</span><br/><span style="font-family: Arial; font-size: 16px; white-space: pre-wrap; background-color: transparent;">Faculty should take the design thinking course to understand the importance and then they could design an environment for the students by reducing the course load on students and introduce interdisciplinary programs where they can recognize opportunities and bring in creative solution to problems.</span><br/><span style="font-size: 16px; font-family: Arial; font-weight: bold; vertical-align: baseline; white-space: pre-wrap; background-color: transparent;">Bottoms-up:</span><span style="font-size: 16px; font-family: Arial; vertical-align: baseline; white-space: pre-wrap; background-color: transparent;">The Design Thinking methodology is far from a groundbreaking innovation in problem solving techniques, it is however quite unfamiliar to incumbents within higher education and the management community. Therefore, it is essential to consider a bottoms up approach when attempting to engage students. They are typically more interested in fresh perspectives and strategies. Involving students in the design process will also provide a more clear indication of student body demand regarding community problem solving. Programs such as hack-a-thons, maker meetups, and design competitions can be implemented to attract students to the design thinking space. You should however start small, simple conversation about issues facing the community may yield a bounty of unique ideas and perspectives. This can be as simple as getting a small group together over coffee on campus. You can utilize the small scale interactions for recruitment in order to bring passionate students into the fold, further increasing the likelihood of success when implementing your overarching student engagement strategy. &nbsp;</span>

<span style="font-familysize: Arial16px; font-sizefamily: 19pxArial; font-weight: bold; vertical-align: baseline; white-space: pre-wrap; background-color: transparent;">Time for Action (Activities)Top-down approach<br/span><br/span><span style="font-family: Arial; font-size: 16px; white-space: pre-wrap; background-color: transparent;">Once To bring in changes it should start from the problem has been identified and defined, relationships made, networks built, and the resources available analyzed, it becomes time to take actionpeople who delivers education i.e faculty. Using Currently there are structural barriers that are not flexible for the resources available and connecting with people faculty to brainstorm on possible solutions seems bring in change to be the first thing to docurriculum. HackathonsThese structural barriers includes not teaching courses outside their Programme, TedX events and simple meetings can be used to exchange ideas, work on publish papers within a possible solution and talk through other plausible solutionsset interval etc. Workshops and seminars can To overcome such barriers it has to be used to understand some tools re-structured with financial incentives that can be used in problem solving.</span><br/><span style="font-family: Arial; font-size: 16px; white-space: pre-wrap; background-color: transparent;">Once a solution is agreed upon, comes drive them towards the part where you use all goal of inspiring the things you have learned in your lifetime, building a prototype. Here too, students must connect with others, use resources available and go about making a product realizing that this is a prototype and things can be improved.<br/span><br/span><span style="font-family: Arial; font-size: 16px; white-space: pre-wrap; background-color: transparent;">Now that you’ve done your research, identified and acquired essential resources and relationships, and designed a prototype level strategy it’s time to Faculty should take further action. All of your planning efforts are useless without testing them out in the real world. Testing should be done as soon as possible allowing you design thinking course to fail fast, identify understand the importance and correct flaws, then they could design an environment for the students by reducing the course load on students and quickly bring a fresh iteration of your strategy into play. By practicing this methodology you introduce interdisciplinary programs where they can increase validated learning recognize opportunities and overall impactfulness of your strategybring in creative solution to problems.</span>

<span style="font-familysize: Arial16px; font-sizefamily: 19pxArial; font-weight: bold; vertical-align: baseline; white-space: pre-wrap; background-color: transparent;">MeasureBottoms-up<br/span><br/span><span style="font-family: Arial; font-size: 16px; white-space: pre-wrap; background-color: transparent;">All of the work done thus The Design Thinking methodology is far provides little benefit without an understanding of it’s impact on our target segments; from a groundbreaking innovation in problem solving techniques, it is however quite unfamiliar to incumbents within higher education and the management community and the university. It Therefore, it is essential that feedback is collected throughout to consider a bottoms up approach when attempting to engage students. They are typically more interested in fresh perspectives and strategies. Involving students in the design process will also provide a more clear indication of student body demand regarding community problem solving. Programs such as hack-a-thons, maker meetups, and post implementationdesign competitions can be implemented to attract students to the design thinking space. The data collected will allow conclusions to be drawn regarding You should however start small, simple conversation about issues facing the effectiveness community may yield a bounty of your design unique ideas and perspectives. This can be as well simple as provide getting a raw guide to reference if a pivot in strategy becomes necessarysmall group together over coffee on campus. The key here is not to forget to You can utilize the design thinking methods small scale interactions for recruitment in order to develop bring passionate students into the fold, further increasing the likelihood of success when implementing your design thinking implementation overarching student engagement strategy. &nbsp; they are universal in nature and increase chances of a successful adoption of strategy.</span>

= <span style="font-size:x-large;"><span style="font-family: Arial; font-weight: bold; white-space: pre-wrap; background-color: transparent;">Time for Action (Activities)</span></span> = <span style="font-family: Arial; font-size: 16px; white-space: pre-wrap; background-color: transparent;">Once the problem has been identified and defined, relationships made, networks built, and the resources available analyzed, it becomes time to take action. Using the resources available and connecting with people to brainstorm on possible solutions seems to be the first thing to do. Hackathons, TedX events and simple meetings can be used to exchange ideas, work on a possible solution and talk through other plausible solutions. Workshops and seminars can be used to understand some tools that can be used in problem solving.</span><br/><span style="font-family: Arial; font-size: 16px; white-space: pre-wrap; background-color: transparent;">Once a solution is agreed upon, comes the part where you use all the things you have learned in your lifetime, building a prototype. Here too, students must connect with others, use resources available and go about making a product realizing that this is a prototype and things can be improved.</span><br/><span style="font-family: Arial; font-size: 16px; white-space: pre-wrap; background-color: transparent;">Now that you’ve done your research, identified and acquired essential resources and relationships, and designed a prototype level strategy it’s time to take further action. All of your planning efforts are useless without testing them out in the real world. Testing should be done as soon as possible allowing you to fail fast, identify and correct flaws, and quickly bring a fresh iteration of your strategy into play. By practicing this methodology you can increase validated learning and overall impactfulness of your strategy.</span> = <span style="font-size:x-large;"><span style="font-family: Arial; font-weight: bold; white-space: pre-wrap; background-color: transparent;">Measure</span></span><br/> = <span style="font-family: Arial; font-size: 19px; font-weight: bold; white-space: pre-wrap; background-color: transparent;"></span><br/><span style="font-family: Arial; font-size: 16px; white-space: pre-wrap; background-color: transparent;">All of the work done thus far provides little benefit without an understanding of it’s impact on our target segments; the community and the university. It is essential that feedback is collected throughout the design process and post implementation. The data collected will allow conclusions to be drawn regarding the effectiveness of your design as well as provide a raw guide to reference if a pivot in strategy becomes necessary. The key here is not to forget to utilize the design thinking methods to develop your design thinking implementation strategy; they are universal in nature and increase chances of a successful adoption of strategy.</span> = <span style="font-size:x-large;"><span style="font-family: Arial; font-weight: bold; white-space: pre-wrap; background-color: transparent;">Overcoming Challenges</span><br/span>= <span style="font-family: Arial; font-size: 16px; white-space: pre-wrap; background-color: transparent;">When people take on the task of solving some problem, especially one that affects the community, there are bound to be challenges; overcoming incumbents, organizational inertia, and lack of student and community demand just to name a few. While these challenges are certainly no small feat they are by no means insurmountable! The key is to build strong relationships with university faculty, students, administrators, and your community. By establishing trust and rapport with these key contacts it may be possible to leverage their network and resources to help you overcome more complex and difficult challenges. Try to tune your vocabulary to match that of your audience, the delivery of your message will be better received and more likely to compel action. Consider the course loads of the students and faculty you’re communicating with. Attempt to map your engagement strategy around their convenience the best you can so you may maximize its adoption. It may be difficult for students to pursue interests outside their course of study as well as for faculty to become involved when their schedule is overwhelming. A merit and compensation system may drive faculty interest in your engagement strategy but will take some work to roll out.</span>