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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
Language: English
Authors: Margaret Konkel (ORCID 0000-0001-5356-3577)
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
FullText Text:
  Availability: 0
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  Data: Design for Impact: Evaluation Models for Design Thinking Academic Centers in American Higher Education
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  Data: <searchLink fieldCode="AR" term="%22Margaret+Konkel%22">Margaret Konkel</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5356-3577">0000-0001-5356-3577</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Intersection%3A+A+Journal+at+the+Intersection+of+Assessment+and+Learning%22"><i>Intersection: A Journal at the Intersection of Assessment and Learning</i></searchLink>. 2026 7(1):4-21.
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  Data: 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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  Data: EJ1506561
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      – Text: English
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        PageCount: 18
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      – SubjectFull: Design
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      – SubjectFull: Thinking Skills
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      – SubjectFull: Program Evaluation
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      – TitleFull: Design for Impact: Evaluation Models for Design Thinking Academic Centers in American Higher Education
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