GEIN 316 | Course Introduction and Application Information - Department of Sociology

Course Name

Innovative Design Strategies

Code	Semester	Theory (hour/week)	Application/Lab (hour/week)	Local Credits	ECTS
GEIN 316	Fall/Spring	2	2	3	4

Prerequisites	None
Course Language	English
Course Type	Service Course
Course Level	First Cycle
Mode of Delivery	-
Teaching Methods and Techniques of the Course	Discussion Group Work Problem Solving Case Study Lecture / Presentation
National Occupation Classification	-
Course Coordinator	Doç. Dr. Onur MENGİ
Course Lecturer(s)	Doç. Dr. Onur MENGİ
Assistant(s)	-

Course Objectives	This course aims to expose students to design processes and methods for innovative new product development. Students will engage in strategic thinking and research into, for example, the political, economic, social and technological contexts of new products, services or systems. As the outcome of the course, students will propose product concepts and product specifications that are intended for further development.
Learning Outcomes	The students who succeeded in this course; The students who succeeded in this course: • Will be able to interpret information that is relevant to a product development problem. • Will be able to execute field research that is relevant to a product development problem. • Will be able to make effective oral and visual presentations of their product development research and of their proposed product concepts. • Will be able to apply techniques to share their ideas in group work. • Will be able to synthesize market trends considering the political, economic, social, and technological developments for innovative product concepts.
Course Description	This course will consist of design problems concentrating particularly on the early phases of new product development. Students will work individually or in groups and proceed in stages along a new product development process. They will employ a number of tasks including planning, creative thinking, desk and field research, product concept design, design concept development, preparing and making presentations, and composing business proposals. At the end of the course, students will produce an innovative product concept.
Related Sustainable Development Goals

Course Category	Core Courses
	Major Area Courses
	Supportive Courses
	Media and Management Skills Courses
	Transferable Skill Courses

Week	Subjects	Related Preparation
1	INTRODUCTION - Course Introduction and Overview - “Design Ladder”	Syllabus
2	THE CREATIVE ECONOMY AND DESIGN THINKING - Creative Economy and Today - Introduction to Design Thinking - On Human Creativity - General Principles of Service Design	Reading: Tim Brown (2008). Design thinking. Harvard Business Review, 86(6), 84-92.
3	THE CREATIVE ECONOMY AND DESIGN THINKING - Creative Economy and Today - Introduction to Design Thinking - On Human Creativity - General Principles of Service Design	Homework: Video & Essay on ‘What we’ve learnt’
4	DESIGN STRATEGIES: Design Strategies Case Studies - What is Strategy? - What is Strategic design?	Reading: Rohan Doherty, Cara Wrigley, Judy Matthews, and Sam Bucolo (2014). Climbing the design ladder: Step by step. In Proceedings of the 19th DMI Academic Design Management Conference, London, pp. 2578-2600. & Homework submission
5	DESIGN STRATEGIES: Strategic Design Practice - How to Translate Strategy to Design - Changing Roles of Designers - Discussions: Success Stories on Service Design Strategies	Reading: Rohan Doherty, Cara Wrigley, Judy Matthews, and Sam Bucolo (2014). Climbing the design ladder: Step by step. In Proceedings of the 19th DMI Academic Design Management Conference, London, pp. 2578-2600. PRESENTATION 1 Brief
6	DESIGN STRATEGIES Presentation: Success Stories on Service Design Strategies	SUBMISSION REQUIREMENTS & PRESENTATION
7	DESIGN STRATEGIES Presentation: Success Stories on Service Design Strategies (cont.)	PRESENTATION
8	DESIGN STRATEGIES Presentation: Success Stories on Service Design Strategies (cont.)	PRESENTATION
9	LIVE OR DIE: INNOVATIVE IDEA FAILURES - Idea Failures Case Studies - Distribution of Presentation 2 Subjects and Student Groups: Creative/Innovative Communications - “Brand Positioning” Analysis Example (Video Screening)	Reading: Michael B. Beverland and Francis J. Farrelly (2010). What does it mean to be design-led? Design Management Review, 18(4), 10-17.
10	Discussions: Designing Creative & Innovative Communications for Global Issues	PROJECT Brief
11	CREATIVE EXPERIENCES: Designing Creative & Innovative Communications for Global Issues - In-class Study: System Map & User Journey Map	Ecosystem Map & User Journey Map
12	DESIGN STRATEGIES Project: Designing Creative & Innovative Communications for Global Issues	SUBMISSION REQUIREMENTS & PROJECT
13	DESIGN STRATEGIES Project: Designing Creative & Innovative Communications for Global Issues (cont.)	PROJECT
14	DESIGN STRATEGIES Project: Designing Creative & Innovative Communications for Global Issues (cont.)	PROJECT
15	Review of the Semester	None
16	Review of the Semester	None

Course Notes/Textbooks

-

Suggested Readings/Materials

Bruce, Margaret and J R Bessant. 2002. Design in Business : Strategic Innovation Through Design. Harlow, England ; London ; New York: Financial Times/Prentice Hall.Keinonen, Turkka and Roope Takala. 2006. Product Concept Design : A Review of the Conceptual Design of Products in Industry. New York]: Springer.Kelley, Tom and Jonathan Littman. 2001. The Art of Innovation : Lessons in Creativity From IDEO, America's Leading Design Firm. New York: Currency/Doubleday.Riley, Patrick G. 2002. The OnePage Proposal : How to Get Your Business Pitch Onto One Persuasive Page. New York: ReganBooks.Schifferstein, H and Paul, Hekkert. 2008. Product Experience. San Diego, CA: Elsevier.Snyder, Carolyn. 2003. Paper Prototyping: The Fast and Easy Way to Design and Refine User Interfaces. San Francisco: Morgan Kaufmann Publishers.Squires, Susan and Bryan Byrne. 2002. Creating Breakthrough Ideas : The Collaboration of Anthropologists and Designers in the Product Development Industry. Westport, CT: Bergin & Garvey.Stanton, Neville. 2005. Handbook of Human Factors and Ergonomics Methods. Boca Raton: CRC Press.Suri, Jane Fulton and Matthew Marsh. 2000. “Scenario Building as an Ergonomics Method in Consumer Product Design.” Applied Ergonomics, vol. 31:151157. Elsevier Science Ltd.Van der Heijden, Kees. 2005. Scenarios : The Art of Strategic Conversation. Chichester, West Sussex ; Hoboken, N.J.: John Wiley & Sons.

Semester Activities	Number	Weigthing
Participation	1	10
Laboratory / Application
Field Work
Quizzes / Studio Critiques
Portfolio
Homework / Assignments	1	20
Presentation / Jury	1	40
Project	1	30
Seminar / Workshop
Oral Exams
Midterm
Final Exam
Total

Weighting of Semester Activities on the Final Grade	4	100
Weighting of End-of-Semester Activities on the Final Grade
Total

Semester Activities	Number	Duration (Hours)	Workload
Theoretical Course Hours (Including exam week: 16 x total hours)	16	2	32
Laboratory / Application Hours (Including exam week: '.16.' x total hours)	16	2	32
Study Hours Out of Class			0
Field Work			0
Quizzes / Studio Critiques			0
Portfolio			0
Homework / Assignments	1	6	6
Presentation / Jury	1	20	20
Project	1	20	20
Seminar / Workshop			0
Oral Exam			0
Midterms			0
Final Exam			0
		Total	110

#	Program Competencies/Outcomes	* Contribution Level
#	Program Competencies/Outcomes	1	2	3	4	5
1	To have the knowledge of classical and contemporary theories in sociology, and be able to comparatively analyze these theories.	-	-	-	-	-
2	To have the knowledge of main methodological approaches in sociology as well as social research and data analysis methods.	-	-	-	-	-
3	To have knowledge in the fields of general sociology, sociology of institutions, social structure and change, and applied sociology.	-	-	-	-	-
4	To be able to determine the appropriate methods in the design of the planning stage and conclusion of a sociological project, individually or as part of a team.	-	-	-	-	-
5	To be able to diagnose the social dynamics behind personal problems by using sociological imagination.	-	-	-	-	-
6	To be able to define social problems at local, national, and global level, and offer new policies for solutions.	-	-	-	-	-
7	To be able to apply commonly-used computer programs for data collection and analysis in sociological research.	-	-	-	-	-
8	To be able to develop a socially responsible, scientific and ethical perspective regarding the collection, analysis, interpretation and presentation of data.	-	-	-	-	-
9	To be able to analyze different aspects of the social world by drawing on the knowledge produced by other disciplines of the social sciences.	-	-	-	-	-
10	To be able to constantly renew herself/himself professionally by following scientific and technological developments in sociology and social research.	-	-	-	-	-
11	To be able to collect sociological data and communicate with sociologists and other social scientists in a foreign language ("European Language Portfolio Global Scale", Level B1).	-	-	-	-	-
12	To be able to speak a second foreign at a medium level of fluency efficiently.	-	-	-	-	-
13	To be able to relate the knowledge accumulated throughout the human history to their field of expertise.	-	-	-	-	-