Design thinking mindset: scale development and validation

ABSTRACT

Expectations from Higher Education institutions are increasing towards the education of professionals able to face complex societal issues. In this context, traditional thinking is losing ground, and scholars agree on the importance of promoting a Design Thinking (DT) Mindset in educational settings to address wicked problems. However, an explanation of and measurement for the DT mindset still needs to be adequately developed. We developed and validated a scale to measure DT mindset to fill this gap. After a comprehensive literature review, quantitative research was performed on two samples of professionals (N = 151) and students (N = 201). We employed confirmatory factor analysis, which yielded a 31-item scale based on ten dimensions. Overall, this study supports the conceptualization and operationalization of the DT mindset as a second-order factor that reflects uncertainty and risk, empathy, holistic thinking, collaboration and diversity, learning orientation, experimentation, critical questioning, abduction, creative confidence, and impact. Our findings advance knowledge that facilitates new research paths and has practical implications for educational and management fields.

KEYWORDS:

• Design thinking
• mindset
• scale
• self-assessment
• measure

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Notes

1 Example: ‘I think in team is preferable, having different competences’ became ‘I think it is preferable to have different competences in a team.’

2 Example: ‘I prefer new contexts rather than familiar ones’ became ‘I prefer familiar contexts rather than new ones.’