Tua Björklund

Bio: Tua Björklund is an academic researcher from Aalto University. The author has contributed to research in topics: New product development & Design thinking. The author has an hindex of 10, co-authored 43 publications receiving 354 citations.

From invention disclosures to innovation - challenges in transforming practice

Abstract: Adopting design thinking and innovation-oriented approaches in organizations is crucial but not always simple. New practices of collaboration, user-orientedness and exploration require a compatible culture to be successfully integrated into product development. This paper presents a case study based on 12 interviews of employees and managers in a large Finland-based technology company, introducing new ways of working to product development. Silos, focusing on inventions, and a lack of resources for exploration were highlighted as key challenges in transitioning from incremental development to innovations. Perhaps counterintuitively, introducing new ways of working requiring a collaborative culture - the most widely recognized shortcoming in the current practice in the case - were best received, and support and feedback could be found for pilot projects in these arenas. When the gap between the practice and culture was smaller, change efforts could perhaps be more challenging, as there was less of a consensus on a need to change. The results suggest than developers need not automatically shy away from piloting new ways of working even when existing cultures are not compatible.

A Sino-Finnish Initiative for Experimental Teaching Practices Using the Design Factory Pedagogical Platform.

Abstract: The paper presents a Sino-Finnish teaching initiative, including the design and experiences of a series of pedagogical workshops implemented at the Aalto-Tongji Design Factory (DF), Shanghai, China, and the experimentation plans collected from the 54 attending professors and teachers. The workshops aimed to encourage trying out interdisciplinary hands-on teaching, and enable teachers to implement their ideas for teaching development utilising the DF pedagogical platform. The majority of the participants planned teaching experimentations aiming at enhancing student understanding of curricula through various group exercises utilising concrete artefacts, but found their implementation within established practices quite challenging, highlighting the challenges of transforming strategic collaboration into grass-root activity. However, the workshops ignited widespread interest in a continuum of collaboration in teaching development, and the DF has since acted as a hub for the implementation of subsequent intern...

Measuring the impact of design, service design and design thinking in organizations on different maturity levels

Abstract: While there is increasing interest in design, isolating its effects in compound results is challenging. Indeed, several studies point to practitioners struggling in finding appropriate metrics for their needs. We review extant design, service design and design thinking literature, mapping metrics to the different levels of design utilization in organizations suggested by the Danish Design Ladder. Our mapping reveals a particularly pronounced lack in appropriate measures at the final level of design as strategy. Furthermore, we identified extant metrics to reflect two groups of external evaluations – market and customer reactions – and four groups of internal evaluations of outcomes and operations. Moving on to more extensive or mature levels in design utilization, the emphasis on and variety of internal metrics were found to increase. Our illustrative case study of measuring design outcomes at OP Financial Group suggests this may be due to a shift in the aim of measurement from overall legitimatization to more nuanced development.

Implications of Contextual Empathic Design for Engineering Education

Abstract: This research paper describes the results of a study exploring how user backgrounds can systematically be considered in design activities and how this can be used to enhance engineering design courses. In human-centered engineering design, understanding what users desire and need is key for creating innovative solutions [1]. Uncovering insights of users is needed as a backbone to provide the best possible solution for real customer needs. In this process, it is important to consider the background of users such as their culture, gender, education, or socio-economic class. Many project-based engineering design courses have been developed over the years to explicitly address user needs. However, little is known on how influential these exercises are on the subsequent design decisions. In order to move towards evidence-based education, we need to be able to understand the impact of these exercises to improve students’ ability to consider user backgrounds. This study is based on a multiple case study of eleven student projects sampled within the past four years of the three-quarter master's level engineering design course ME310 at Stanford University. First, midand end-of project reports ranging from 50 to 250 pages were coded from seven projects, chosen after a teaching team session in which the projects were ranked. Four high-performing and three low-performing projects, in which people were seen highly pertinent to the design brief, were chosen for the analysis. A systematic comparison of the methods and strategies reported in each project was performed. Second, four ongoing projects from 2016 were chosen for further study in which people played a large part in the design brief. Students from these four projects were interviewed mid-course on how and why they considered user backgrounds. The interviews were audio recorded and transcribed for analysis, coding each interview for the reported problems and influences for considerations regarding user backgrounds. The analysis revealed that challenges in considering user backgrounds occur on three different levels: First, teams are not aware of the background of the user as they do not consciously think about it (lack of awareness). Second, they do not understand the user background, even if they are aware of it (lack of empathy). Third, some teams are aware of the background and understand it but do not integrate the knowledge into the design (lack of integration). Especially methods with direct user contact and ones, in which designers immerse themselves in the user perspective are effective as hereby designers rely less on stereotypes and the empathic process is facilitated. We develop a set of methods called “Contextual Empathic Design (CED)” based on the identified successful patterns of the student design projects to counteract problems occurred in user considerations. These guidelines enhance the education of engineers by improving their needfinding capabilities leading to an advanced overall ability to innovate. Further, this paper marks a novel way of supporting human centered design and provides recommendations on how CED can be translated into modern engineering education.

Perceived managerial functions in the front-end phase of innovation

Abstract: Purpose – The purpose of this paper is to explore managerial functions and related activities of inexperienced project managers in the front-end of the innovation (FEI) process. Design/methodology/approach – In total, 15 student project managers were interviewed while they were engaged in the front-end phase of their respective eight-month projects. In total, 757 interview transcript segments on their perceptions of managerial functions were categorized based on thematic similarity of content. Findings – Four major managerial functions emerged: providing structural support, coordinating and acting as a link, empowering the team, and encouraging and providing social support. Out of these, traditional task-oriented managerial functions were emphasized. Research limitations/implications – Although limited by the small amount of participants in a university setting, the results suggest that task-oriented managerial functions are dominant even in the FEI for inexperienced project managers. More research is nee...

The knowledge-creating company : how Japanese companies create the dynamics of innovation

Abstract: How has Japan become a major economic power, a world leader in the automotive and electronics industries? What is the secret of their success? The consensus has been that, though the Japanese are not particularly innovative, they are exceptionally skilful at imitation, at improving products that already exist. But now two leading Japanese business experts, Ikujiro Nonaka and Hiro Takeuchi, turn this conventional wisdom on its head: Japanese firms are successful, they contend, precisely because they are innovative, because they create new knowledge and use it to produce successful products and technologies. Examining case studies drawn from such firms as Honda, Canon, Matsushita, NEC, 3M, GE, and the U.S. Marines, this book reveals how Japanese companies translate tacit to explicit knowledge and use it to produce new processes, products, and services.

Speech Genres and Other Late Essays

Abstract: Note on Translation Introduction by Michael Holquist Response to a Question from the Novy Mir Editorial Staff The Bildungsroman and Its Significance in the History of Realism (Toward a Historical Typology of the Novel) The Problem of Speech Genres The Problem of the Text in Linguistics, Philology, and the Human Sciences: An Experiment in Philosophical Analysis From Notes Made in 1970-71 Toward a Methodology for the Human Sciences Index

Design Prototypes: A Knowledge Representation Schema for Design

Abstract: A prevalent and pervasive view of designing is that it can be modeled using variables and decisions made about what values should be taken by these variables. The activity of designing is carried out with the expectation that the designed artifact will operate in the natural world and the social world. These worlds impose constraints on the variables and their values; so, design could be described as a goal-oriented, constrained, decision- making activity. However, design distinguish- es itself from other similarly described activities not only by its domain but also by additional necessary features. Designing involves exploration, exploring what variables might be appropriate. The process of explo- ration involves both goal variables and deci- sion variables. In addition, designing involves learning: Part of the exploration activity is learning about emerging features as a design proceeds. Finally, design activity occurs within two contexts: the context within which the designer operates and the context produced by the developing design itself. The designer’s perception of what the context is affects the implication of the context on the design. The context shifts as the designer’s perceptions change. Design activity can be now characterized as a goal-oriented, con- strained, decision-making, exploration, and learning activity that operates within a con- text that depends on the designer’s percep- tion of the context.