Complexity in Design-Driven Innovation: A case study of knowledge transfer flow in subsea seismic sensor technology and design education

Abstract

To the extent previously claimed, concept exploration is
not the key to product innovation. However, companies
that are design-focused are twice as innovative as those
that are not. To study design-driven innovation and its
occurrence in design education, two case studies are
conducted. The first is an example of design practice
which includes observation and cooperation process maps
in an offshore project. The second is an example of
product design education which includes observations of
teamwork, team member interviews and archival studies.
While the first case study demonstrates how a company
innovates through a design-driven process with complex
knowledge transference and systematic planning and
improvisation, the second case study shows students
managing their design processes through concept
generation in a less complex trial and error process.
Knowledge exploration as a part of design activity was
analyzed through the criteria of network paradoxes. A
pedagogic concept has been synthesized and validated
internally based on the case study, and externally based
on other design practices and design research. The
pedagogic concept synthesized was Knowledge Transfer
Flow [KTF]. The KTF concept can help to orient design
students within the information-saturated design
processes integrated within complex innovation systems.