�ݺ�ߣ

Natasha
Haugnes
|
Aug.
3,
2013
|
Design
Thinking
Action
Lab
assignment
–wk
2

A
forward-‐thinking
academic
director’s

perspective
on
the
value
of
the
“current

system:
go
to
college,
get
a
Bachelor’s

degree,
get
a
job:
Is
it
working?”

The
entire
empathy
chart
is
included
on
p.
2,
with
each
box
enlarged
on
subsequent
pages.
Please
scroll
through!

A
short
reflection
from
me
on
this
assignment,
which
I
thought
was
fascinating:

I
had
a
hard
time
framing
how
my
interviewee
is
a
stakeholder.
While
he
is
a
university
department

director
and
respects
and
values
the
institution,
he
does
not
express
a
responsibility
or
need
to
help

the
University
itself
survive—indeed,
he
is
convinced
that
the
needed
change
in
higher
ed
will
not

come
from
the
institutions
themselves.
(There
is
no
tenure
at
this
institution.)
I
feel
that
his
stake
is

as
much
as
a
member
of
society,
a
father
and
an
industry
representative
as
anything.
This
man
will

survive
and
thrive
in
or
out
of
the
university,
and
will
be
completely
ready
for
the
disruption
he

refers
to—he
is
already
navigating
it
well.
The
University,
however
is
the
one
who
has
something
at

stake…
the
institution
needs
to
figure
out
a
way
to
hold
on
to
people
like
him
if
they
are
to
survive

into
the
next
few
years.
But
I
guess
I
will
save
that
for
another
empathy
chart…

Natasha
Haugnes
|
Aug.
3,
2013
|
Design
Thinking
Action
Lab
assignment
–wk
2

THINK

DO

SAY

FEEL

THIS
forward-‐thinking,
curious,
30-‐something,
social-‐media
savvy
academic
director
of
a
university
advertising

department
NEEDS
A
WAY
TO
keep
his
program
flexible
and
responsive
to
changing
employer
needs
(identifying
talent)

and
student
needs
(a
place
and
time
to
emerge
into
adulthood
+
skills
for
today’s)
BECAUSE
digital
technologies
and
the

profound
shift
in
“where
information
comes
from
and
who
owns
it”
is
disrupting
for
higher
education
as
we
know
it.

Is
it
working
currently?
It’s
still,
yes,
mostly
working.
But
I
do
believe
that
we
are
at
the
early

stages
of
the
“printing
press
“[digital
technologies].
It’s
been
invented.
It’s
going
to
change

everything.
Enough
people
don’t
own
the
printing
press
or
know
how
to
use
it.

So
having
a
degree,
one,
builds
you
as
an
individual,
and
of
course
[2]
gives
the
employer
the
…

stamp
of
approval,
an
assurance
that
someone
has
passed
the
test.

It’s
still
working.
Is
it
needed?
No.
But
there
is
nothing
better
yet
out
there.

The

[university]
industry
is
not
going
to
push
it…
newspapers
didn’t
make
the
revolution
in

journalism…
As
we
see
baby
boomers
start
to
move
out
of
the
workforce,
there
will
be
a
high

demand
and
people
will
start
grabbing
at
talent.
It
is
going
on,
but
it
is
not
a
huge
collective
thing

that
is
happening
yet.

Emerging
adulthood…
maturity
to
enter
into
the
workforce.
College
is
this
in
between
space

where
people
are
allowed
to
start
becoming
an
adult.
..
To
be
honest,
I
don’t
think
it
is
about
the

degree.
We
don’t
have
the
workforce
demands,
our
demographic
shift
hasn’t
happened
yet,
and

these
emerging
adults
don’t
have
the
maturity
to
move
into
the
workplace.

As
an
instructor,
I
spend
more
and
more
time
pushing
them
to
be
adults…

There’s
this
sign…
What
if
advertising
were
invented
today?

[What
if
universities
were
invented
today?]

You
suddenly
realize
how
many
stupid
things
you
are
doing…
The
objectives
are
still
realistic,
but

the
act
that
we
are
doing
it
by
is
ridiculous,
forming
it
around
these
institutions
that
held

information
and
these
people
who
were
masters
of
that
information,
and
figuring
out
how
to

dispense
it
through
large
groups
and
then
silo
it
into
specific
functions
so
that
you
can
serve
your

place
in
an
industrial
kind
of
fabrication.
…

What
if
we
really
go
back
and
think
about
how
societies
had
tests
of
adulthood…

For
students,
getting
undergraduate
degrees
is
today
is
primarily

about
becoming
an
adult,
and
secondarily
about
learning
skills
or

disciplinary
ways
of
thinking.

For
employers,
degrees
serve
as
filters,
but
only
because
there
is
no

better
alternative
available
right
now.

There
is
a
huge
disruption
for
universities
on
the
horizon
that
will

NOT
be
driven
by
the
universities
themselves
which
are
too
mired
in

old
ways
of
thinking—too
attached
to
building
themselves
as

dispensers
of
knowledge.

Employers
will
need
a
way
to
identify
talent.

Students
will
need
a
way
to
become
adults
and
learn
to
think
like

adults.

My
interviewee
works
as
an
Associate
Director
for
Creative
Strategy
in
the
Advertising

Department
of
a
large
art
and
design
university.

He
quit
this
academic
position
a
year
ago
to
take
a
job
at
an
advertising
firm,
but

returned
to
the
university
after
4
months
at
the
firm
because
he
said
his
“heart
is
here

in
education.”

The
University,
while
regionally
accredited,
does
not
have
a
tenure
system
and
prides

itself
on
strong
employment
rates
of
its
graduates.

Education
is
important.

Universities
cannot
be
trusted
to
make
the
right
decisions
about
how

to
change.

The
disruption
in
higher
education
is
imminent
and
something
better

will
emerge.

Natasha
Haugnes
|
Aug.
3,
2013
|
Design
Thinking
Action
Lab
assignment
–wk
2

What
did
he
SAY?

Is
it
working
currently?
It’s
still,
yes,
mostly
working.
But
I
do
believe
that
we
are
at
the
early
stages
of
the

“printing
press
“[digital
technologies].
It’s
been
invented.
It’s
going
to
change
everything.
Enough
people
don’t

own
the
printing
press
or
know
how
to
use
it.

So
having
a
degree,
one,
builds
you
as
an
individual,
and
of
course
[2]
gives
the
employer
the
…
stamp
of

approval,
an
assurance
that
someone
has
passed
the
test.

It’s
still
working.
Is
it
needed?
No.
But
there
is
nothing
better
yet
out
there.

The

[university]
industry
is
not
going
to
push
it…
newspapers
didn’t
make
the
revolution
in
journalism…
As
we

see
baby
boomers
start
to
move
out
of
the
workforce,
there
will
be
a
high
demand
and
people
will
start
grabbing

at
talent.
It
is
going
on,
but
it
is
not
a
huge
collective
thing
that
is
happening
yet.

Emerging
adulthood…
maturity
to
enter
into
the
workforce.
College
is
this
in
between
space
where
people
are

allowed
to
start
becoming
an
adult.
..
To
be
honest,
I
don’t
think
it
is
about
the
degree.
We
don’t
have
the

workforce
demands,
our
demographic
shift
hasn’t
happened
yet,
and
these
emerging
adults
don’t
have
the

maturity
to
move
into
the
workplace.

As
an
instructor,
I
spend
more
and
more
time
pushing
them
to
be
adults…

There’s
this
sign…
What
if
advertising
were
invented
today?
[What
if
universities
were
invented
today?]

You
suddenly
realize
how
many
stupid
things
you
are
doing…
The
objectives
are
still
realistic,
but
the
act
that
we

are
doing
it
by
is
ridiculous,
forming
it
around
these
institutions
that
held
information
and
these
people
who
were

masters
of
that
information,
and
figuring
out
how
to
dispense
it
through
large
groups
and
then
silo
it
into
specific

functions
so
that
you
can
serve
your
place
in
an
industrial
kind
of
fabrication.
…

Natasha
Haugnes
|
Aug.
3,
2013
|
Design
Thinking
Action
Lab
assignment
–wk
2

What
does
he
THINK?

What
if
we
really
go
back
and
think
about
how
societies
had
tests
of
adulthood…

For
students,
getting
undergraduate
degrees
is
today
is
primarily
about
becoming
an
adult,
and
secondarily
about

learning
skills
or
disciplinary
ways
of
thinking.

For
employers,
degrees
serve
as
filters,
but
only
because
there
is
no
better
alternative
available
right
now.

There
is
a
huge
disruption
for
universities
on
the
horizon
that
will
NOT
be
driven
by
the
universities
themselves

which
are
too
mired
in
old
ways
of
thinking—too
attached
to
building
themselves
as
dispensers
of
knowledge.

Employers
will
need
a
way
to
identify
talent.

Students
will
need
a
way
to
become
adults
and
learn
to
think
like
adults.

Natasha
Haugnes
|
Aug.
3,
2013
|
Design
Thinking
Action
Lab
assignment
–wk
2

What
did
he
DO?

My
interviewee
works
as
an
Associate
Director
for
Creative
Strategy
in
the
Advertising
Department
of
a
large
art

and
design
university.
The
university,
while
regionally
accredited,
does
not
have
a
tenure
system
and
prides
itself

on
strong
employment
rates
of
its
graduates.

He
invited
a
former
student
to
join
us
for
this
interview.

He
quit
this
academic
position
a
year
ago
to
take
a
job
at
an
advertising
firm,
but
returned
to
the
university
after

4
months
at
the
firm
because
he
said
his
“heart
is
here
in
education.”

Natasha
Haugnes
|
Aug.
3,
2013
|
Design
Thinking
Action
Lab
assignment
–wk
2

What
does
he
FEEL?

Education
is
important.

Universities
cannot
be
trusted
to
make
the
right
decisions
about
how
to
change.

The
disruption
in
higher
education
is
imminent
and
something
better
will
emerge.

Natasha
Haugnes
|
Aug.
3,
2013
|
Design
Thinking
Action
Lab
assignment
–wk
2

Problem
statement:

THIS
forward-‐thinking,
curious,
30-‐something,
social-‐
media
savvy
academic
director
of
a
university

advertising
department
NEEDS
A
WAY
TO
keep
his

program
flexible
and
responsive
to
changing
employer

needs
(identifying
talent)
and
student
needs
(a
place

and
time
to
emerge
into
adulthood
+
skills
for
today’s)

BECAUSE
digital
technologies
and
the
profound
shift
in

“where
information
comes
from
and
who
owns
it”
is

disrupting
for
higher
education
as
we
know
it.

�ݺ�ߣ

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