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Exploring intrinsic value of educati...

Mangold, John Paul.

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Exploring intrinsic value of educating military planners in design thinking: A case study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring intrinsic value of educating military planners in design thinking: A case study./
作者:	Mangold, John Paul.
面頁冊數:	220 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.
Contained By:	Dissertation Abstracts International76-05A(E).
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3669712
ISBN:	9781321455281

Exploring intrinsic value of educating military planners in design thinking: A case study.
Mangold, John Paul.

Exploring intrinsic value of educating military planners in design thinking: A case study. - 220 p.

Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.

Thesis (Ed.D.)--Liberty University, 2014.

This item must not be sold to any third party vendors.

The purpose of this qualitative single instrumental, exploratory, theory-building, holistic researcher case study was to explore a novel approach to military transformation; a prototype of a problem solving methodology that accounts for an inescapable reality in the current and future operational environment: complexity and uncertainty. Design thinking was used as an essential component supporting a theoretical framework to explore the process of solving complex, ill-structured problems. Fifteen participants from a senior U.S. military service college were studied using observations, interviews, and site documents. The data analyzed used the systematic, analytic procedures of Stake (1995, 2008) and Merriam, (1998, 2009) whereby analysis begins as data are collected and more focus is applied to the problem solving process and collaborative learning. Separately, much has been written on the theories of design thinking, problem solving, program improvement, and collaborative learning. However, no material exists that explores the intrinsic value of a design thinking-led education for military planners in a practical setting. Based on the themes that formed through observations, document analysis and individual interviews, I concluded that when presented with a complex, ill-defined problem and in the absence of receiving comprehensive and specific planning guidance, participants effectively collaborated and used the design thinking methodology.

ISBN: 9781321455281Subjects--Topical Terms:

529436
Educational leadership.

Exploring intrinsic value of educating military planners in design thinking: A case study.
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500 $a Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.
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502 $a Thesis (Ed.D.)--Liberty University, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this qualitative single instrumental, exploratory, theory-building, holistic researcher case study was to explore a novel approach to military transformation; a prototype of a problem solving methodology that accounts for an inescapable reality in the current and future operational environment: complexity and uncertainty. Design thinking was used as an essential component supporting a theoretical framework to explore the process of solving complex, ill-structured problems. Fifteen participants from a senior U.S. military service college were studied using observations, interviews, and site documents. The data analyzed used the systematic, analytic procedures of Stake (1995, 2008) and Merriam, (1998, 2009) whereby analysis begins as data are collected and more focus is applied to the problem solving process and collaborative learning. Separately, much has been written on the theories of design thinking, problem solving, program improvement, and collaborative learning. However, no material exists that explores the intrinsic value of a design thinking-led education for military planners in a practical setting. Based on the themes that formed through observations, document analysis and individual interviews, I concluded that when presented with a complex, ill-defined problem and in the absence of receiving comprehensive and specific planning guidance, participants effectively collaborated and used the design thinking methodology.
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