Abstract:

Business is currently becoming more collaborative and less systematic. The challenges presented by today's global market are increasingly complex and therefore require new skills from employees to overcome them (Hopkinson et al. 2018). This makes necessary a shift in students curricula, which should move from a view where former “knowledge (is taken) as verified truth” (pag. 9) to another one in which students question the ideas previously taken for granted to create new and possible solutions to real world (Koh et al. 2015). Jointly with universities, companies have recently begun to implement new approaches to address this issue (Naqshbandi & Tabche, 2018).

In this context, two are the methodologies usually employed to deal with the new paradigm: the team-based learning groups (Michaelnsen & Sweet, 2012) and design thinking methodology (Koh et al. 2015). According to the study conducted by Naqshbandi & Tabche (2018), working in focused teams implies an increase in organizational training culture, and therefore an increase in empowering leadership and inbound open innovation. The latter comprises the cognitive process of transforming ideas into prototypes to solve human needs or desires (Koh et al. 2015). Further, team-based learning fostering design thinking methodology among members is essential for the knowledge age, much of which is driven by technology (Koh et al. 2015).

Koh et al. (2015) analyses the implementation of an 18-week program incorporating design thinking in a framework of managing the innovation process. For the project, the iterative process of design thinking was structured in five stages: problem definition, exploration, ideation, prototyping and testing (Koh et al., 2015).

Similarly, our case study analyses the implementation of team-based learning and design thinking in one of the most important Spanish multinational companies, dedicated to the agri-food sector. It follows a transversal client orientation innovation strategy and hires university students of different degrees with the aim of forming multidisciplinary teams which carry out a disruptive internship. The final aim is to solve two important innovation challenges of the company that have not been successfully addressed due to the lack of an adequate methodology. At the same time, it offers a training in design thinking methodology and develops some of the students' skills that the current curricula have not yet allowed to adapt to the requirements of the present professional world.

References:
[1] Hopkinson, P., Zils, M., Hawkins, P., & Roper, S. (2018). Managing a complex global circular economy business model: opportunities and challenges. California Management Review, 60(3), 71-94.
[2] Koh, J. H. L., Chai, C. S., Wong, B., & Hong, H. Y. (2015). Design thinking for education: Conceptions and applications in teaching and learning. Springer.
[3] Michaelsen, L. K., & Sweet, M. (2012). Fundamental principles and practices of team-based learning. Team-based learning for health professions education: A guide to using small groups for improving learning, 9-34.
[4] Naqshbandi, M. M., & Tabche, I. (2018). The interplay of leadership, absorptive capacity, and organizational learning culture in open innovation: Testing a moderated mediation model. Technological Forecasting and Social Change, 133, 156-167.
[5] Weerawardena, J. (2003). Exploring the role of market learning capability in competitive strategy. European Journal of Marketing, 37(3), 407-429.

Keywords:

Team-based learning, design thinking, innovation, training, case study.