Design for Impact: Evaluation Models for Design Thinking Academic Centers in American Higher Education
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| Title: | Design for Impact: Evaluation Models for Design Thinking Academic Centers in American Higher Education |
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| Language: | English |
| Authors: | Margaret Konkel (ORCID |
| Source: | Intersection: A Journal at the Intersection of Assessment and Learning. 2026 7(1):4-21. |
| Availability: | Association for the Assessment of Learning in Higher Education. 6844 Bardstown Road #910, Louisville, KY 40291. Tel: 502-406-8012; e-mail: info@aalhe.org; Web site: https://www.aalhe.org/intersection |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Design, Thinking Skills, Program Evaluation, College Programs, Evaluation Methods, Best Practices |
| Geographic Terms: | California (Pasadena), New York (New York), Idaho (Boise), Massachusetts (Boston), Ohio, California, Colorado (Colorado Springs), Colorado, New Hampshire, North Carolina (Greensboro), Florida, Georgia (Atlanta), Massachusetts (Cambridge), New York, Iowa, Virginia, Pennsylvania, Illinois, New Jersey, Massachusetts, Louisiana (New Orleans), Arizona, California (Berkeley), California (San Diego), North Carolina (Winston Salem), Illinois (Champaign), Maryland (College Park), Virginia (Richmond), Texas (Austin), Tennessee (Nashville) |
| ISSN: | 2688-7207 |
| Abstract: | Design thinking academic centers in U.S. higher education serve as hubs for innovation, interdisciplinary collaboration, and pedagogical experimentation. Despite their recent growth, evaluating their impact remains a challenge. This qualitative study examines how centers evaluate their effectiveness through semi-structured interviews with 27 leaders from 26 centers. Thematic analysis revealed eight distinct evaluation models: participation and interactions, engagement, capacities and competencies, research study, storytelling, academic impact, institutional metrics, and external metrics. Findings suggest that while leaders employ diverse strategies, many experience uncertainties in measuring long-term impacts of center programming on student learning and institutional transformation. This study offers insights for center leaders to tailor assessment methods strategically, aligning with their goals and institutional priorities. Future research should explore standardized evaluation frameworks to strengthen the evidence base for design thinking's impact in higher education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506561 |
| Database: | ERIC |
| Abstract: | Design thinking academic centers in U.S. higher education serve as hubs for innovation, interdisciplinary collaboration, and pedagogical experimentation. Despite their recent growth, evaluating their impact remains a challenge. This qualitative study examines how centers evaluate their effectiveness through semi-structured interviews with 27 leaders from 26 centers. Thematic analysis revealed eight distinct evaluation models: participation and interactions, engagement, capacities and competencies, research study, storytelling, academic impact, institutional metrics, and external metrics. Findings suggest that while leaders employ diverse strategies, many experience uncertainties in measuring long-term impacts of center programming on student learning and institutional transformation. This study offers insights for center leaders to tailor assessment methods strategically, aligning with their goals and institutional priorities. Future research should explore standardized evaluation frameworks to strengthen the evidence base for design thinking's impact in higher education. |
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| ISSN: | 2688-7207 |
