From leadership theory to management practice: Using design thinking to develop problem-solving and teamwork skills

This design-based research study investigates the use of the design thinking for engaged learning (DTEL) process to cultivate critical management competencies in an undergraduate course. Over four consecutive semesters, we examined how this pedagogy addresses the well-documented gap between employers' needs for problem-solving and teamwork skills and the abilities of new graduates. This study builds on the need for higher education, particularly business and management programs, to equip students with these essential skills. Qualitative content analysis of 46 student reflections that utilized ethnographic content analysis, open coding, and learning experience network analysis (LENA), guided iterative course design improvements. Findings indicate a reduction in student struggles over time, but challenges in time management and with the prototyping phase of the process persisted. There was consistent alignment with both situated learning and transformative learning theory, which highlights student identity exploration and shifts in perspective. There is evidence that the DTEL model cultivated problem-solving and collaboration skills in students, addressing employer competency gaps and facilitated transformational learning experiences. This study offers generalizable design principles for leadership and management educators integrating design thinking in higher education, highlighting the importance of dedicated teamwork instruction, clear expectations, embracing failure, and fostering of student agency in problem selection for the process. Ultimately, DTEL serves as a catalyst for developing essential competencies aligned with employer needs and fostering engaged, transformative learning in higher education. • Addresses employer competency gaps through innovative leadership pedagogy. • A 4-semester design-based research study reflects on implementation. • The design thinking for engaged learning model provides a replicable structure. • Offers design principles linking pedagogy to learning theories.