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Design challenge brief empathize and define

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Stanford Design Thinking Challenge - Empathize and Define …

Stanford Design Thinking Challenge - Empathize and Define
School Degree Job - Does this path make sense today?

Published in: Design, Education, Career

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  • 1.  Go to school, get your degree, get a job.  Does this traditional path from education to employment make sense today ?  The challenge is to redesign the school-to-work transition.
  • 2.  Does the process work well? ◦ Depends on what the employer is looking for. ◦ Current process (degree) shows student is able to commit and has adequate knowledge for specialist occupations (eg medicine, engineering) but still need hands-on skills. ◦ Most jobs require the ability to research, be creative, problem solve, communicate, and collaborate. These are skills not always learnt in the school/university environment.
  • 3.  How can this be done? ◦ Requires lots more industry input ◦ Students need to be dabbling with issues in the real world ◦ Current system doesn’t teach the complete skill set needed to go from student to employee.  What skills are these? ◦ Real people social skills, ◦ Ability to cope mentally (being able to deal with demands, knock backs and failures).
  • 4.  What needs to happen to help the process change? ◦ Industry placement. Allow students to have experiences in the real world.  Do you see any issues with this? ◦ Not all parts of the system are willing to change to be able to meet the needs of the future global citizen. ◦ Universities and Schools need to be more open and get involved with industry (possibly through partnerships) ◦ May need to get government to incentivise or legislate to bring parties together.
  • 5.  Current process is OK but not great  Real life skills needed.  Special skills needed in being able to work with people you don’t know, maybe don’t like.  Students need a different social skill set to participate with industry then they get at school.
  • 6.  Government involvement may be seen as “big stick”  Maybe government could lead by example.  The 3 systems: schools, universities and industry currently work like “siloed departments” within poorly run companies.
  • 7.  Industry needs to see this as future revenue/profit.  Industry could see this as a community / philanthropy exercise.  Message that says “companies who use the new partnership with education facilities are likely to be more successful”.
  • 8.  Industry is too busy surviving and trying to make profits to integrate into the education system – need to see an advantage in this to proceed.  There is the beginning of the “new world” starting with universities and industry partnering. Not yet there with schools.  This process needs to be seen as a win, win for all involved.
  • 9.  My stakeholder is a thought leader within the school system who is passionate about teaching beyond the subjects. They see education as moulding students who are resilient, independent and skilled at adapting to the real world no matter where they go in their life.  They need a way to provide students with experiences that provide the additional skills obtained through real life experiences that will ensure students are able to cope with confidence, both work wise and personally.
  • 10. In doing this we will  Create students who will easily adapt to the workforce.  Have students that are valued by industry.  Have students that are able to feel they are contributing, which will have health benefits for them and also to the economy of the country.  Have an industry that will be seen as contributing to their community by coaching and expanding the horizons, and experience of future employees and those in the community around them.

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