A Design Thinking Approach to Disentangle the Wicked Problem of Re-Curriculation during a Pandemic

Johanna Catharina (Irene) Lubbe; Sumaiya Adam; Werner Cordier

doi:10.25159/2663-5895/11062

Authors

Johanna Catharina (Irene) Lubbe Central European University https://orcid.org/0000-0003-0683-7234
Sumaiya Adam University of Pretoria https://orcid.org/0000-0001-8769-3273
Werner Cordier University of Pretoria

DOI:

https://doi.org/10.25159/2663-5895/11062

Keywords:

Curriculation, Design Thinking, Solution-focused, Value-based curriculum, Wicked problem

Abstract

Covid-19 continues to cause major disruptions and unique challenges in the higher education sector. Some of the most profound disruptions are in health sciences where students depend on current, up-to-date information, interdisciplinary collaboration, and work-integrated learning to acquire the needed skill set to become proficient clinical practitioners. Combining the Covid-19 pandemic with emergency remote teaching and an outdated 25-year-old non-responsive, fragmented curriculum created the perfect storm for a wicked problem. (A problem that is almost impossible to solve due to incomplete, contradictory, and changing requirements that are often difficult to recognise.) In this article, the authors share their journey-in-process of design thinking disentanglement to solve this current and wicked problem. Shortly before the start of the pandemic, the specific medical school under study embarked on a re-curriculation process—a process that was rudely and abruptly distorted and tangled by the pandemic. However, despite the initial setback, they continue with this mammoth task, basing their activities on “design thinking” principles. They purposively approach this task from within a human-centred, value-based, solution-focused, action-orientated and systematic reasoning process. The five intertwined, non-linear design thinking phases of empathise (stake-holder analysis and data collection), define (data analysis and problem statement), ideate (possible solutions), prototype (integrated draft curriculum) and test (stake-holder feedback and input) were adopted as a method to facilitate and expedite the re-curriculation process. The process discussed in this manuscript has value beyond the health sciences. The approach to storyboarding, creating, and unpacking a new curriculum is applicable to all disciplines in multiple educational settings.

Author Biographies

Johanna Catharina (Irene) Lubbe, Central European University

*Corresponding author: Dr JC (Irene) Lubbe

Senior Lecturer and Researcher

Postal address: Center for Teaching and Learning, Central European University – Private University, Quellenstrasse 51, A-1100 Wien, Austria

Contact details: +43 1 25237 475

E-mail address: lubbei@ceu.edu

Sumaiya Adam, University of Pretoria

Associate Professor, Head of Clinical Unit: Obstetrics

Maternal and Fetal Medicine Specialist

Department of Obstetrics and Gynaecology, Steve Biko Academic Hospital

Postal address: University of Pretoria Faculty of Health Sciences, School of Medicine, University of Pretoria, Private Bag X323, Arcadia, 0007, Pretoria, South Africa

E-mail address: sumaiya.adam@up.ac.za

Werner Cordier, University of Pretoria

Associate Professor

Postal address: Department of Pharmacology, Faculty of Health Sciences, School of Medicine, University of Pretoria, Private Bag X323, Arcadia, 0007, Pretoria, South Africa

E-mail address: werner.cordier@up.ac.za

References

Benn, S., R. Abratt, and B. O’Leary. 2016. “Defining and Identifying Stakeholders: Views from Management and Stakeholders.” South African Journal of Business Management 47 (2): a55. https://doi.org/10.4102/sajbm.v47i2.55. DOI: https://doi.org/10.4102/sajbm.v47i2.55

Buchanan, R. 1992. “Wicked Problems in Design Thinking.” Design Issues 8 (2): 5–21. https://doi.org/10.2307/1511637. DOI: https://doi.org/10.2307/1511637

Dam, R. F. 2022. “The 5 Stages in the Design Thinking Process.” Interaction Design Foundation, April 1, 2022. Accessed September 28, 2023. https://www.interaction-design.org/literature/article/5-stages-in-the-design-thinking-process.

Department of Health. 2017. Saving Mothers 2014–2016: Seventh Triennial Report on the Confidential Enquiries into Maternal Deaths in South Africa: Executive Summary. Pretoria: Department of Health. Accessed April 1, 2022. https://www.westerncape.gov.za/assets/departments/health/saving_mothers_2014-16_executive_summary.pdf.

Du Preez, P., S. Simmonds, and A. H. Verhoef. 2016. “Rethinking and Researching Transformation in Higher Education: A Meta-Study of South African Trends.” Transformation in Higher Education 1 (1): a2. https://doi.org/10.4102/the.v1i1.2. DOI: https://doi.org/10.4102/the.v1i1.2

Dulfo, S. 2015. “Week 1 Chapter 1.” IDET Journal, August 27, 2015. Accessed August 17, 2023. http://sonnydulfo.weebly.com/chapter-1.

Dunham, L., R. E. Freeman, and J. Liedtka. 2006. “Enhancing Stakeholder Practice: A Particularized Exploration of Community.” Business Ethics Quarterly 16 (1): 23–42. https://doi.org/10.5840/beq20061611. DOI: https://doi.org/10.5840/beq20061611

Elkington, J. 1994. “Towards the Sustainable Corporation: Win-Win-Win Business Strategies for Sustainable Development.” California Management Review 36 (2): 90–100. http://doi.org/10.2307/41165746. DOI: https://doi.org/10.2307/41165746

Frank, J. R., L. Snell, and J. Sherbino, eds. 2015. CanMEDS: Physician Competency Framework. Ottowa: Royal College of Physicians and Surgeons of Canada. https://www.royalcollege.ca/content/dam/documents/learning/canmeds/canmeds-full-framework-e.pdf.

Freeman, R. E. 2009a. “What Is Stakeholder Theory?” YouTube video, 2: 57. Uploaded by Business Roundtable Institute for Corporate Ethics, October 1, 2009. Accessed September 28, 2023. https://youtu.be/bIRUaLcvPe8.

Freeman, R. E. 2009b. “Stakeholders Are People.” YouTube video, 2: 08. Uploaded by Business Roundtable Institute for Corporate Ethics, October 1, 2009. Accessed March 31, 2022. https://youtu.be/keED9l3zVi8.

Freire, P. 1970. Pedagogy of the Oppressed. New York, NY: Herder and Herder.

Hendricks, B. 2022. “Wicked Problem: Definitions and Examples.” Study.com, January 25, 2022. Accessed March 27, 2022. https://study.com/academy/lesson/wicked-problem-definition-examples.html.

HPCSA (Health Professions Council of South Africa). 2018. Clinical Practice Guidelines. Accessed September 28, 2023. https://www.up.ac.za/media/shared/62/ZP_Files/clinical_practice_guidelines_protocols_2018.zp160355.pdf.

IBL (Image Biopsy Lab). n.d. “A New Dimension of Musculoskeletal (MSK) Imaging Intelligence.” Accessed April 1, 2022. https://www.imagebiopsy.com/.

Kappo-Abidemi, C., and O. Kanayo. Ogujiuba. 2020. “Higher Education Institutions and Corporate Social Responsibility: Triple Bottomline as a Conceptual Framework for Community Development.” Entrepreneurship and Sustainability Issues 8 (2): 1103–119. http://doi.org/10.9770/jesi.2020.8.2(66). DOI: https://doi.org/10.9770/jesi.2020.8.2(66)

Klein, L. L., J. C. F. De Guimarães, E. A. Severo, E. C. H. Dorion, and T. S. Feltrin. 2023. “Lean Practices Toward a Balanced Sustainability in Higher Education Institutions: A Brazilian Experience.” International Journal of Sustainability in Higher Education 24 (2): 259–78. https://doi.org/10.1108/IJSHE-10-2020-0406. DOI: https://doi.org/10.1108/IJSHE-10-2020-0406

Lubbe, J. C. 2023. “Learning by Design: Syllabus Design.” Course content for Certificate in Higher Education, CEU (Central European University), Yehuda Elkana Center for Teaching, Learning and Higher Education Research, Vienna, Austria.

Lubbe, J. C., S. Adam, and W. Cordier. 2022. “The Wicked Problem of Curriculum-Development.” Paper presented at the Assessment and Evaluation in Higher Education Conference, Federated Management Institute, Johannesburg.

Meara, J. G., A. J. M. Leather, L. Hagander, B. C. Alkire, N. Alonso, E. A. Ameh, S. W. Bickler, L. Conteh, A. J Dare, J. Davies, E. D. Mérisier, S. El-Halabi, P. E. Farmer, A. Gawande, R. Gillies, S. L. M. Greenberg, C. E. Grimes, R. L. Gruen, E. A. Ismail, T. B. Kamara, C. Lavy, G. Lundeg, N. C. Mkandawire, N. P. Raykar, J. N. Riesel, E. Rodas, J. Rose, N. Roy, M. G. Shrime, R. Sullivan, S. Verguet, D. Watters, T. G. Weiser, I. H. Wilson, G. Yamey, and W. Yip. 2015. “Global Surgery 2030: Evidence and Solutions for Achieving Health, Welfare, and Economic Development.” The Lancet 386: 569–624. https://doi.org/10.1016/S0140-6736(15)60160-X. DOI: https://doi.org/10.1016/S0140-6736(15)60160-X

National Academies of Sciences, Engineering, and Medicine. 2018. How People Learn II: Learners, Contexts, and Cultures. Washington, DC: Academies Press. https://doi.org/10.17226/24783. DOI: https://doi.org/10.17226/24783

Partnerships Resource Centre. 2016. “Wicked Problems Plaza: Principles and Practices for Effective Multi-Stakeholder Dialogue.” Rotterdam: The Partnerships Resource Centre at Rotterdam School of Management, Erasmus University. http://hdl.handle.net/1765/93223.

Penprase, B. 2018. “The Fourth Industrial Revolution and Higher Education.” In Higher Education in the Era of the Fourth Industrial Revolution, edited by N. W. Gleason, 207–29. Singapore: Palgrave Macmillan. https://doi.org/10.1007/978-981-13-0194-0_9. DOI: https://doi.org/10.1007/978-981-13-0194-0_9

Reid, S. J., and M. Cakwe. 2011. “The Contribution of South African Curricula to Prepare Health Professionals for Working in Rural or Under-Served Areas in South Africa: A Peer Review Evaluation.” SAMJ: South African Medical Journal 101 (1): 34–38. https://doi.org/10.7196/SAMJ.4526. DOI: https://doi.org/10.7196/SAMJ.4526

Rittel, H. W. J., and M. M. Webber. 1973. “Dilemmas in a General Theory of Planning.” Policy Sciences 4 (2): 155–69. https://doi.org/10.1007/BF01405730. DOI: https://doi.org/10.1007/BF01405730

Saeudy, M. 2015. “Triple Bottom Line: An Academic Perspective on Sustainability Practices and Accountability.” In Transformative Approaches to Sustainable Development at Universities, edited by W. L. Filho, 41–53, World Sustainability Series. Cham: Springer. https://doi.org/10.1007/978-3-319-08837-2_4. DOI: https://doi.org/10.1007/978-3-319-08837-2_4

School of Medicine. 2019. Academic Policies. Pretoria: University of Pretoria.

Stakeholder Theory. 2018. “About the Stakeholder Theory.” 31 March. Accessed 2022. http://stakeholdertheory.org/about/.

UKZN (University of KwaZulu-Natal). 2019. Undergraduate Prospectus—Applications for UKZN. Durban: UKZN.

UP (University of Pretoria). 2022. UP Reimagined: 2022–2026. University of Pretoria, Unpublished.

UP (University of Pretoria). 2019. Curriculum Transformation Draft Framework: Faculty of Health Sciences. Faculty of Health Sciences, University of Pretoria. Accessed September 28, 2023. https://www.up.ac.za/media/shared/18/curriculum-transformation-framework-hs.zp164607.pdf.

WHO (World Health Organization). 2018. Sustainable Development Goals. Geneva: WHO.