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Design thinking has become something of a buzz word in innovation discussions and has recently also invested occupied education spaces. In this chapter we briefly compare design thinking to problem-based learning (PBL) and enquiry-based learning (EBL) approaches to problem solving in education before focusing on the approach itself and current debates about its meaning and significance. This chapter focuses particular attention on the problem finding aspect of design thinking and its integration of creative methods for solving a range of tame to wicked problems in a variety of spaces. We ground our analysis in three environments of design thinking and five specific cases of application across education sectors from primary through to university. The examples focus on the generative potential of design thinking for all students and especially those from non-design disciplines. It is this capacity of design thinking to complement existing pedagogies and provide inspiration for change and innovation that is the strength of the model.

This chapter provides an introduction to how the inquiry-based learning (IBL) approach is being used by colleges and universities around the world to strengthen the interconnections between teaching, learning, and research within the multidisciplinary programs. This chapter provides a synthesis and analysis of all the chapters in the volume, which present a range of perspectives, case studies, and empirical research on how IBL is being used across a range of courses across a range of institutions within multidisciplinary programs. The chapter argues that the IBL approach has great potential to enhance and transform teaching and learning. Given the growing demands placed on education to meet a diverse range of complex political, economic, and social problems and personal needs, this chapter argues that education should be a place where students learn “how-to-learn” – where increasingly higher levels of self-directed learning is fostered – and where students grow in the three key areas of learning: cognitively, emotionally, and socially. To that end, this chapter argues that IBL, if designed and implemented properly, can be an important approach to enhancing and transforming teaching and learning.

This chapter illustrates the Technology Forecasting using Data Envelopment Analysis (TFDEA) process on Liquid Crystal Display (LCD) performance characteristics from 1997 to 2012. The objective of this study is to forecast future state-of-the-arts (SOAs) specifications as well as to diagnose past technological advancement of the LCD industry. Appropriate characteristics were determined from a group of LCD technologists. Data was gathered from public databases and outlying data points were cross-referenced as a validity check. The TFDEA process is defined and its application to the dataset is described in detail. The results not only provide information on how LCD industry has evolved but also provide an insight on future NPD targets.

Increasingly, addressing healthcare's grand challenges requires complex system-level adaptations involving continuously evolving teams and leaders. Although leadership development strategies have been shown to improve individual leader effectiveness, much less is known about how organization-level leadership development affects organization-level outcomes. To begin building an evidence base as well as encouraging evidence-based practices, the US-based National Center for Healthcare Leadership developed a program capitalizing on leaders' demonstrated interest in organizational competitiveness: the biennial Best Organizations for Leadership Development (BOLD) program. In this chapter, we describe the philosophy behind this unique survey program and summarize research to date on relationships between survey dimensions and organizational outcomes such as patient experience and financial performance. We conclude with a description of promising areas for future study.