Exploring the dynamics of design thinking in management education and training: a critical review, taxonomic analysis and practical implications

Arushi Bathla, Ginni Chawla, Mahrane Hofaidhllaoui and Marina Dabic ()

European Journal of Innovation Management, 2024, vol. 27, issue 9, 337-359

Abstract: Purpose - Applying critical analysis as the methodological framework for assessing the literature, the review seeks to present a summary and evaluation of the existing body of knowledge. This approach helps to establish the basis for developing forthcoming recommendations. Design/methodology/approach - The articles were selected through a Systematic Literature Review following the PRISMA guidelines, and utilising Scopus, Web of Science, Science Direct, and the Education Resources Information Center database. Field taxonomy is presented based on the outcomes. Findings - Through a critical review, we offer narrative arguments that document the shortcomings in the existing literature by scrutinising study designs and highlighting suboptimal approaches. Finally, we issue a call to action for future research, envisioning its potential to reorient and reconstruct the field while enhancing the quality of future studies. This proactive stance aims to foster the development of more competent and insightful perspectives, theories, and policy recommendations within design thinking in management education and training. Practical implications - The research in this field holds significant potential for providing valuable practical and policy insights, contingent upon the rigorous and thorough execution of studies. Originality/value - This article presents a robust critical review of 57 state-of-the-art articles investigating design thinking in the context of management education and training.

Keywords: Design thinking; Management; Education; Training; Critical review; Taxonomy (search for similar items in EconPapers)
Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:eme:ejimpp:ejim-12-2023-1108

DOI: 10.1108/EJIM-12-2023-1108

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