{"id":44249,"date":"2018-06-26T10:58:25","date_gmt":"2018-06-26T17:58:25","guid":{"rendered":"http:\/\/world.edu\/?p=44249"},"modified":"2018-06-26T10:58:25","modified_gmt":"2018-06-26T17:58:25","slug":"the-great-design-thinking-hoax","status":"publish","type":"post","link":"https:\/\/world.edu\/the-great-design-thinking-hoax\/","title":{"rendered":"The great \u201cdesign thinking\u201d hoax"},"content":{"rendered":"

\"\"
\nThere\u2019s a big divide between the administrative and faculty caste on campus nowadays. Your typical faculty will interact with admin1<\/sup> on only a few occasions: hiring, firing, and when a student complains. The gentle reader will note that all three situations involve money: when you\u2019re taking money out of admin pockets, when you\u2019ll stop doing that, and when you\u2019re threating the possibility of more money going into admin pockets.<\/p>\n

The guys at the top live in their own little bubble, and, besides money, not much can penetrate it. They\u2019ve given themselves splendiferous titles, huge salaries, and the trappings of intellectualism, of academia\u2026but they generally don\u2019t have anything like the latter two in reality. They also grant themselves awards for their \u201cbold leadership,\u201d and give themselves many an uproarious round of applause for Vision for Excellence<\/a> plans.<\/p>\n

I suspect the gentle reader doesn\u2019t know about \u201cVision for Excellence,\u201d so a quick overview. Basically, these are incredibly self-aggrandizing plans for \u201cexcellence,\u201d basically growth for the institution. These plans can run hundreds of pages long, and are completely rewritten every few years, with the previous plan, no matter how magnificent they declare it to be, utterly abandoned. All this plan-making takes up huge amounts of time, but that\u2019s not a problem as our schools are hugely overstaffed with administrators desperate to find a way to spend all that student loan money the faculty help bring in.<\/p>\n

Vision for Excellence isn\u2019t the only way admin waste their time on campus, of course. There are grandiose new \u201cstudent as customer\u201d initiatives to follow, pretentious \u201cindustrial partnerization\u201d presentations, and let\u2019s not forget the pompous Diversity Enhancement programs as well. I must confess: I consulted a thesaurus for the previous sentence, faking a level of diction I do not truly possess.<\/p>\n

I make this admission because it relates to the latest craze our leaders have begun in higher ed: \u201cDesign Thinking.\u201d Even my own little fake community college, some 6 years ago, had the deanlings dress up in \u201cagents of change\u201d outfits for photo-ops because of this fad.<\/p>\n

What, pray tell is Design Thinking and who are agents of change? The title of a recent article describes it well enough:<\/p>\n

Design Thinking Is a Boondoggle<\/a><\/strong><\/p>\n

Ok, perhaps a one word definition of \u201cboondoggle\u201d is weak, but it\u2019s clear this \u201cnew idea\u201d is just another way to soak up money:<\/p>\n

Stanford University\u2019s design school\u200a(or “d.school” \u2014 their asinine punctuation, not mine) that has become most associated with design thinking. IDEO will charge you $399 for a self-paced, video-based design-thinking course, “Insights for Innovation<\/a>.” Stanford will charge you $12,600 for a four-day “Design Thinking Bootcamp<\/a>” called, likewise, “From Insights to Innovation.”<\/em><\/p>\n

The student loan scam, where schools can charge infinitely large amounts of money for infinitesimally little education, has clearly warped the minds of our leaders in higher ed\u2026$12,600 for a four day \u201cbootcamp\u201d? This could only happen after years of our leaders noticing that it doesn\u2019t matter what crap is in the classes, they can charge whatever they want. So now they\u2019re charging yearly tuition-level prices for less than a week of \u201ceducation.\u201d<\/p>\n

What exactly is Design Thinking supposed to do?<\/p>\n

It “fosters creative confidence and pushes students beyond the boundaries of traditional academic disciplines.” It equips students “with a methodology for producing reliably innovative results in any field.” It\u2019s the general system for change-agent genius we\u2019ve all been waiting for.<\/em><\/p>\n

It\u2019s been a long time since I\u2019ve mentioned the special language (\u201cedu-babble\u201d) that our leaders devolve into when discussing their latest crap innovative idea. Basically, they use this language whenever they\u2019re pushing something into higher education ultimately to put more money in their pockets. The uninitiated hear all the long words and figure they\u2019re listening to someone smarter than themselves but, having taken the time to parse the language, I assure you: it\u2019s a laughable method of covering up how they\u2019ve got nothing to say.<\/p>\n

So, how does this magical Design Thinking process work?<\/p>\n

“It\u2019s an approach to problem-solving based on a few easy-to-grasp principles that sound obvious: \u2018Show Don\u2019t Tell,\u2019 \u2018Focus on Human Values,\u2019 \u2018Craft Clarity,\u2019 \u2018Embrace Experimentation,\u2019 \u2018Mindful of Process,\u2019 \u2018Bias Toward Action,\u2019 and \u2018Radical Collaboration.\u2019” He explains further that these seven points can be reduced to what are known as the five “modes”: “Empathize,” “Define,” “Ideate,” “Prototype,” and “Test.”<\/em><\/p>\n

So, are there 7 principles, or 5? Because you\u2019re simply making stuff up here, it doesn\u2019t matter, of course. The important thing is to declare how brilliant you are at it, and admin have that part down.<\/p>\n

Just because you\u2019ve broken something up into arbitrary categories doesn\u2019t mean you\u2019ve discovered great wisdom. The other wondrous example of this in Education is Bloom\u2019s Taxonomy<\/a>, a completely evidence-free approach to education which has done nothing for education despite it being used for over 50 years now.<\/p>\n

Hey, remember a few paragraphs ago where I created the illusion of greater literacy than I have by simply changing some words around? It\u2019s the same idea here:<\/p>\n

Here are the design-thinking “modes” juxtaposed with some rules I was taught in a freshman writing class in 1998:<\/em>
\nEmpathize Mode: Consider Your Audience<\/em>
\nDefine Mode: Pick a Clearly-Defined Topic, Neither Too Broad, Nor Too Narrow<\/em>
\nIdeate Mode: Think<\/em>
\nPrototype Mode: Write Your Thoughts Down<\/em>
\nTest Mode: Give What You\u2019ve Written to Someone You Trust to Read It and Tell You if It Sucks<\/em><\/p>\n

Bottom line, Design Thinking is just the same stuff we\u2019ve already been doing, but we use different words to describe the stuff.<\/p>\n

And charge $12,600 for a four day workshop covering the material on one page of a freshman English textbook you can buy used for $10. Brilliant!<\/p>\n

In the end, design thinking is not about design. It\u2019s not about the liberal arts. It\u2019s not about innovation in any meaningful sense. It\u2019s certainly not about “social innovation” if that means significant social change. It\u2019s about commercialization. It\u2019s about making education a superficial form of business training.<\/em><\/p>\n

It\u2019s also about setting up new fiefdoms on campus, filled with \u201cAgents of Change\u201d promising more visions for excellence\u2026just as long as the new Design Thinking Institute on campus has at least half a dozen new Vice Presidents of Design Thinking, each paid at least six figures. And what do these VPs do for the campus?<\/p>\n

\u201c\u2026change agents do on their campuses, beyond recruiting other people to “the movement.” A blog post titled “Only Students Could Have This Kind of Impact<\/a>” describes how in 2012 the TEDx student representatives at Wake Forest University had done such a good job assembling an audience for their event that it was hard to see how others would match it the next year. But, good news, the 2013 students were “killing it!” “*THIS* is Why We Believe Students Can Change the World,” the blog announced\u2026\u201d<\/em><\/p>\n

They give talks and then announce how amazingly successful the talks were\u2026since they live in a bubble, there\u2019s nobody to tell them how their activities are utterly irrelevant and insipid. This stuff has been going on in higher education for close to a decade now. I bet not one person in the country can identify a single new idea, new change, brought about by Design Thinking.<\/p>\n

And yet we\u2019ll keep pouring more money into this abysmal concept, even though there\u2019s nothing here that we didn\u2019t already learn our first week in a basic writing course.<\/p>\n

The article spends a long time<\/a> taking down this new fad in higher ed, but bottom line, it\u2019s just another boondoggle, paid for by the student loan scam. End that scam, and we can fix this problem, like so many others in higher ed, quickly.<\/p>\n

www.professorconfess.blogspot.com<\/a><\/p>\n

1. There are also mandatory meetings where faculty and admin are in the same room, but this does not count as \u201cinteraction\u201d as faculty are understood to simply nod and applaud whatever admin wants to force down faculty throats.<\/p>\n","protected":false},"excerpt":{"rendered":"

There\u2019s a big divide between the administrative and faculty caste on campus nowadays. Your typical faculty will interact with admin1 on only a few occasions: hiring, firing, and when a student complains. 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