B5642 - FUNDAMENTALS OF PROJECT MANAGEMENT AND DESIGN THINKING

Learning outcomes

The student is expected to learn the fundamental tools and techniques relating to project management and design thinking. In particular, the student is expected to: - learn and discuss the steps to realize a project relating to arts and culture- understand the project manager’s role in the arts - engage with, learn and discuss the challenges relating to managing resources in a temporary organization - have an awareness of how design thinking can be applied in a wide range of contexts, including the cultural and creative industries

Course contents

Module I: Fundamentals of Project Management for Arts Organisations 

Course Outcomes

The student is expected to learn the basis of the tools and methods of project management for arts and culture

In particular, the student is expected to:

- learn and discuss the steps to realize a project for arts organizations

- understand the project manager’s role in the arts

- engage with, learn and discuss the challenges and issues relating to assigning and managing resources and scheduling work in the art and culture environment

- learn the basis of the use of project management software

Course Overview

The course is designed to introduce students to the current Project Management practices, tools and techniques used in the Arts and Culture environment

It examines key activities such as identifying the initial project idea, resourcing and scheduling a project, identifying partners and stakeholders

The programme includes practical workshops and exercises enabling a hands-on approach to the use of Project Management techniques in exhibition design, performing arts and event conceiving, planning and delivery

Course Objectives

To provide an overview of the dynamics and life-cycle of a project

To define the major tools and principles of a tailored approach to project management

To equip students with an understanding of the importance of balancing project scope and creative contents against available resources

To help students develop skills and understanding of the principles and practices of the traditional approach to Project Management (Waterfall)

Module II: Fundamentals of Design Thinking

Learning outcomes

The aim of the “Fundamentals of Design Thinking module” is to understand Design Thinking as a methodology for driving innovation across various business and social contexts, including arts and culture. How can we find creative solutions to innovation challenges? How can we develop innovative products or services? How can we design solutions that meet the needs of customers, whether they are individuals or organizations? How can we test a new product or service before launching it on the market? These are some of the key questions we will address during the course through a project-based learning experience.

Course contents and schedule

The Fundamentals of Design Thinking is an interactive module. Students will work in randomly assigned groups, applying the Design Thinking process to an innovation challenge. Each group will work on the challenge throughout the course (10 hours) and present its solution concept(s) at the end of the module in a poster pitching session.The module consists of 5 classes, each comprising an introduction to the methodological foundations of Design Thinking and an experiential component where teams will apply the methodology to their project using standard Design Thinking tools. All project activities will be completed in class—no homework is required.

1. In the 1st class, students will be introduced to Design Thinking, form their groups, and begin exploring the challenge using tools such as the Stakeholder Map and the Value Proposition Canvas.
2. In the 2nd class, students will reframe the challenge by identifying key stakeholder problems or needs and generate creative solutions through ideation techniques like Brainstorming and Crazy 8s.
3. In the 3rd class, students will create rapid prototypes of their most promising ideas using methods such as sketches and storyboards, followed by initial testing using the Feedback Frame.
4. In the 4th class, students will assess the feedback from testing and refine their final solution, preparing their project presentation in the form of a poster.
5. In the 5th and final class, teams will present their solutions in a poster pitching session. Each team will summarize in the poster the activities conducted in previous classes, including:

• Team members
• Title (of the solution)
• Stakeholder insights (from the Value Proposition Canvas)
• How Might We question
• Visual representation of the solution (e.g., picture of the prototype, AI generated image)
• Brief description of how the solution works
• Next steps: what would be needed to implement the solution

Course objectives

• Raise awareness of Design Thinking as an innovation methodology. Develop a deep understanding of Design Thinking as a human-centered approach to problem-solving.
• Equip students with essential Design Thinking tools. Introduce tools that students will learn and apply in the future to analyze problems, generate ideas, and develop creative solutions.
• Foster collaboration and teamwork. Engage students in a dynamic, hands-on learning experience, enhancing their ability to collaborate effectively and work in teams.
• Cultivate a problem-setting mindset in uncertain situations. Encourage students to embrace ambiguity and experiment with ideas through an iterative, user-focused approach.

Readings/Bibliography

Module I: Fundamentals of Project Management for Arts Organisations

Recommended readings/Bibliography

Lecture slides integrate or summarize the following books:

Project Management Institute. A Guide to the Project Management Body of Knowledge V ed. (PMBOK® Guide). Pennsylvania: PMI, 2013. Print

Project Management Institute. A Guide to the Project Management Body of Knowledge VI ed. (PMBOK® Guide). Pennsylvania: PMI, 2017. Print

O’Toole, William, Mikolaitis, Phyllis. Corporate Event Project Management. New York: Wiley, 2002. Print

Bowdin, Glenn et al. Events Management. London: Routledge, 2006. Print

Burke, R. Fundamentals of Project Management. Auckland: Burke Publishing, 2010. Print

Further readings

Schon, Donald A. The Reflective Practitioner. How Professionals think in action. New York: Basic Books, 1984. Print

Turner, J.Rodney. The Handbook of Project Based Management. Leading strategic change in organisations. London: McGraw-Hill, 1997.

Further papers and materials will be suggested during the activity.

Preliminary readings will be available before the beginning of each lesson.

Module II: Fundamentals of Design Thinking

Material provided by the instructor (lecture slides).

Suggested readings

• Brown, T. 2008. Design thinking. Harvard Business Review 86(6): 84–92. https://hbr.org/2008/06/design-thinking
  
• Liedtka, J. 2015. Perspective: Linking Design Thinking with Innovation Outcomes through Cognitive Bias Reduction. Journal of Product Innovation Management 32 (6): 925–38. https://doi.org/10.1111/jpim.12163
• Stickdorn, M., Hormess, M. E., Lawrence, A., & Schneider, J. (2018). This is service design doing. O'Reilly Media, Inc.
• Stickdorn, M., & Schneider, J. (2012). This is service design thinking: Basics, tools, cases. John Wiley & Sons

Further readings

• Beckman, S. L., & Barry, M. (2007). Innovation as a learning process: Embedding design thinking. California management review, 50(1), 25-56. https://doi.org/10.2307/41166415
• Dell'Era, C., Magistretti, S., Cautela, C., Verganti, R., & Zurlo, F. 2020. Four kinds of design thinking: From ideating to making, engaging, and criticizing. Creativity and Innovation Management, 29(2), 324-344. https://doi.org/10.1111/caim.12353
• Micheli, P., Wilner, S. J., Bhatti, S. H., Mura, M., & Beverland, M. B. 2019. Doing design thinking: Conceptual review, synthesis, and research agenda. Journal of Product Innovation Management, 36(2), 124-148. https://doi.org/10.1111/jpim.12466

Teaching methods

Module I: Fundamentals of Project Management for Arts Organisations

The teaching delivery method for the course combines taught modules, project works, exercises and presentations.

During the course, students will be advised about and supported for the preparation of student-directed and managed assignments, involving the design of a project, ranging from visual art exhibitions and displays, performing art festivals to the creation of social media and online platforms for the promotion of cultural events.

The student-led assignment is based on their initiative and drive to suggest the content of the projects, to direct their research and develop their tools as well as make choices regarding partners, stakeholders and fundraising to support the project

Assessment methods

Module II: Fundamentals of Design Thinking

This module follows a Pass/No Pass assessment format, meaning there is no final grade.To pass, students must attend at least 4 out of the 5 classes, with attendance in the final class being mandatory.

• The instructor will monitor attendance during each class.
• If a student does not pass the Fundamentals of Design Thinking module, they will be required to retake it in the next academic year.
• All activities in this module are ungraded and designed to be engaging, hands-on sessions. Students will explore Design Thinking tools through interactive and collaborative experimentation rather than traditional assessments.

Office hours

See the website of Simona Cavaliere

See the website of Nicolò Cocchi