Design and validation of a versatile scale for assessing design thinking capability across contexts

Abstract

In an era where innovation and creativity are highly valued, having strong design thinking competencies is seen as the key to success across diverse disciplines. However, although its importance has been widely recognized, the current research on design thinking remains in the theoretical stage, lacking a reliable way to measure and assess an individual's design thinking skills. This study addresses this critical gap by proposing and rigorously validating the Design Thinking Capability Scale (DTCS), a comprehensive tool for assessing design thinking capabilities in a variety of educational and professional settings that provides a reference for individuals or organizations, offering a standardized reference point that supports the objective analysis and enhancement of design thinking aptitudes. The development of the Design Thinking Capability Scale (DTCS) began with a thorough review of relevant literature leading to a nuanced analysis and synthesis of existing design thinking models. The development process involved the careful formulation of design evaluation items by drawing parallels content from existing measurements. The next steps involved creating and improving items through ongoing testing and analysis to ensure they accurately capture the nuances of design thinking. In pursuit of empirical validation, the preliminary scale went through a series of rigorous testing phases. These items have been refined to ensure the subtlety and complexity inherent in design thinking. This iterative validation process ensures that DTCS not only reflects theoretical structures but can accurately and reliably capture the essence of design thinking under scrutiny of actual, real-world applications. The outcome highlighted important aspects of design thinking, such as empathy and user Together, these elements form the comprehensive structure of the DTCS, enabling a thorough evaluation of design thinking capabilities. Following the establishment of the scale items, the validity was substantiated through preliminary pilot testing. The robustness of the DTCS was further confirmed when the scale was subjected to expanded trials involving a larger and more diverse pool of participants, which consistently reaffirmed the tool's precision and practical utility. The research revealed notable disparities in design thinking capabilities among the participants. It delved into the variances in design thinking skills between individuals with and without formal design education, as well as among those occupying various roles within the organization. By conducting a detailed case study, the paper scrutinizes the contrast in design thinking proficiencies between students of diverse academic disciplines and professionals from different hierarchical levels, thereby uncovering the fundamental nature of design thinking. This investigation not only validates the significance of the DTCS but also enriches the comprehension of the variations in design thinking competencies across individuals with a range of educational and occupational backgrounds. The DTCS emerges as a valuable instrument for the appraisal and cultivation of design thinking abilities, presenting a systematic methodology to direct the enhancement of these critical skills. The implications of this research are profound, offering a substantial base for the progress of design thinking pedagogy and the stimulation of innovation in multiple sectors.