1. YOUNG
A SERViCE DESiGN CONCEPT PROPOSAL
iN A CiRCULAR ECONOMY
ENTREPRENEURS
BY ADITHI M SAROVAR | SCHOOL OF ENGINEERING AND DESIGN | BRUNEL UNIVERSITY
FIRST SUPERVISOR : STEPHEN GREEN | SECOND SUPERVISOR : FABRIZIO CESCHIN
A DISSERTATION SUBMISSION IN PARTIAL FULFILMENT OF THE AWARD OF THE DEGREE OF
MASTER OF SCIENCE IN INTEGRATED PRODUCT DESIGN
C Adithi Sarovar

2. ABSTRACT
ACKNOWLEDGEMENTS
With all my heart, I would like to thank
Mr. Stephen Green – Supervisor for the disserta on and Course Director – for his relentless guidance
Miss Suzanne Duff – D&T teacher at the Bishopshalt School – for her willing involvement
The Students – of Bishopshalt School – for their par cipa on
Mr. Andrew Denham and Miss Maria Ana Neves – Entrepreneurs – for their insigh ul discussions
Mr. Ken Webster – Head of Innova on at the Ellen MacArthur Founda on – for his valuable feedback
Mr. Beryl Paul – Head of Department of Visual Art Centre at Greenwood High School – for his valuable feedback and
enthusias c involvement
The Students – of Greenwood High School – for their keen and wholehearted par cipa on and support
And this would not be possible without
My Parents – for their unparalleled support and encouragement
My Friends – for their con nuous efforts in making this worth its while
Everychildhasthepoten altobesuccessful.
Many students show an early poten al to be a successful entrepreneur. These young minds can grow to become tomorrow's business leaders, handling
immense responsibili es. However, if this poten al is not tapped at the right me, it may never show itself. This disserta on explores the opportunity of
designingaservicethatcantrainyoungstudentswithaflairfordesignbusinessbyconnec ngthemwithinvestorsandbusinessesatanearlyage.
A business in today's economic environment faces many difficul es and hence the Ellen MacArthur Founda on has proposed the now popular Circular
Economyconcept.Inthisproject,systemsthinkingandservicedesignhasbeenusedtoproposeasecondarylevelprogramcalled'SuperSeeds'whichaims
at teaching a young entrepreneur all about se ng up and star ng a business. It also aims to teach a student the principles of sustainability in design and
incorpora ngthecirculareconomymodelintoabusinessmodel. Theprojectoutlinesthefullstructureofthedesignedsystemthatcanbeincorporatedin
schoolsandalsodescribesindetailthedifferentstagesthatastudentwillgothroughtoachievetheprojectaims.
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3. CONTENTS
C Adithi Sarovar
1.0 Introduc on ‐ 4
1.1 Birth of Topic ‐ 4
1.2 Iden fying Focus Areas ‐ 5
1.3 Key Research Ques ons ‐ 6
1.4 Defining Aims and Objec ves ‐ 7
1.5 Project Boundaries ‐ 8
1.6 Project evolu on ‐ 9
2.0 Literature Review ‐ 11
2.1 Defining Focus Areas ‐ 12
2.1.1 Sustainability ‐12
2.1.2 Educa on ‐ 15
2.1.3 Entrepreneurship ‐ 17
2.2 Stake Holders ‐ 19
2.3 Circular Economies ‐ 21
2.4 In the Government ‐ 25
2.5 Design and Technology ‐ 27
2.6 Entrepreneurship ‐ 28
2.7 Stakeholder ini a ves ‐29
3.0 Primary Research ‐ 33
3.1 Methodology 34
3.1.1 Ethnographic Research ‐ 34
3.1.2 Student Profiles ‐ 37
3.1.3 Teacher's Opinions ‐ 39
3.1.4 Talking with entrepreneurs ‐41
4.0 Design Opportuni es ‐ 45
4.1 SWOT of Exis ng ini a ves ‐ 45
4.2 Key findings ‐ 47
4.3 Linking Focus Areas Through Design ‐ 48
4.4 Systems case studies ‐ 49
4.5 A Designer's special powers ‐
5.0 Concept Design ‐ 53
5.1 Methodology ‐ 54
5.1.1 Mind Bubbles ‐ 54
5.1.2 Six Minute Storm ‐ 57
5.2 Outcomes ‐ 59
5.2.1 Design Concepts ‐ 59
5.3 Design Tree ‐ 61
5.3.1 Evalua on ‐62
5.4 Final Design Direc on ‐ 64
6.0 Design Development ‐ 65
6.1 Focused Research ‐ 65
6.1.1 Stakeholder hierarchy 65
6.1.2 Benchmarks ‐67
6.1.3 Service Design 70
6.1.4 Open Innova on ‐ 71
6.2 Methodology ‐ 72
6.2.1 Networking ‐ 72
6.2.2 Design Medita on ‐ 73
6.3 Design detail ‐ 74
6.3.1 System models ‐ 76
6.3.2 Character Profiles – 79
6.3.3 Stakeholder rela onships ‐ 81
6.3.4 Task analysis grid ‐ 83
6.3.5 Mo va on Matrix ‐ 85
6.3.6 Differen a on ‐ 86
6.3.7 Branding Strategy ‐ 87
6.4 Feedback for design refining‐88
6.4.1 Key stakeholder feedback ‐88
7.0 Final Concept ‐ 92
7.1 The Pitch ‐ 95
7.2 The Journey ‐ 105
7.3 The Brand ‐ 113
7.4 Design Tes ng ‐ 115
7.5 Student feedback – 119
8.0 Taking it forward 120
9.0 References ‐ 121
10.0 Appendix – 125
10.1 Appendix 1 ‐ 125
10.2 Appendix 2 ‐ 126
10.3 Appendix 3 ‐ 128
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4. The chapters have been divided into four main stages of evolu on.
These stages show the progress of the project throughout the report
from the egg stage to the final stage of the bu erfly
Chapter 1
Chapter 2
Chapter 4
Chapter 3
Chapter 5
Chapter 6
Chapter 7
THE EGG
THE CHRYSALIS
THE BUTTERFLY
THE CATERPILLAR
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5. A majority of ideas start forming from a young age. These ideas, when
influencedintherightmanner,takeshapeintorealprojects.Aninnovator
in school can grow up to becoming an entrepreneur and building big
enterprises or industries, and any industry can be the cause of posi ve or
nega veimpactstowardstheenvironment,society,economyandhuman
life. It is an entrepreneur's duty to realize the effects and influences they
can trigger. This project explores and defines the opportunity of
promp ng values of entrepreneurship in a young student to benefit the
growthof UK'seconomytowardsamoresustainablefuture.
Talent|Crea vity|Innova on
The above words are frequently used throughout a person's life. We here it
as we grow up amidst talented peers in schools. We here it as we approach
our teenage years, trying to stand out from the crowd by being crea ve. We
here it as young graduates when innova ve ideas are sparking success
stories all around us. As children, the concept of using our talents crea vely
to innovate new ways of doing things is embraced and quite rapidly put into
prac ce.However,aswegetsuckedintothevortexofeduca on,theageold
system of academics over innova on influences our thinking. We stop
taking risks and focus more on crea ng a comfortable atmosphere around
us in the easiest way possible. Of course, there is nothing wrong with this,
but then again, what about the few who are capable of more? Those who
are capable of becoming inventors of new technologies, or heading global
businesses?
A cri cal look into today's educa on system opened up various windows of
opportuni es for improvements that could benefit every student and in
turn the society as a whole. This project was ini ated in the hope of altering
the way we are educated in schools, kindling a new genera on of thinkers
who can challenge the pre‐set no ons of school culture. The structure
followedintoday'seduca onsystemisembeddeddeepandwillrequirethe
coming together of mul ple factors to create a real posi ve change. This
projectisjustastarttocrea ngarevolu onintheeduca onsystem.
iNTRODUCTiON
BIRTH OF TOPIC
C Adithi Sarovar
THE EGG
4

6. IDENTIFYING FOCUS AREAS
Threemainareashavebeeniden fiedinthedevelopmentofthisproject.
Thefirstistheroleofeduca onintoday'sculturalsociety
Theevolu onofthisgenera on'sculturalandsociallifehasmadeamarkin
history like never before. Young graduates today have opportuni es that
would have been unheard of a few decades back. This new and exci ng
situa on demands that the educa on system provides the youth with the
necessary founda ons for them to be prepared in entering the global
compe on.
Second is the defini on of entrepreneurs and the benefits they can bring
toaneconomy
A successful business can put a country on the map. Entrepreneurs, apart
from genera ng jobs, also help in defining a na on's success by bringing in
revenue through interna onal rela ons. The BRIC countries (Brazil,
Russia, India and China) are responsible for 70 percent of the global growth
andarehubsforentrepreneurs.
Thethirdisthecrucialneedtoshi towardsamoresustainableeconomy
Any big industry will have certain impacts on the environment, economy
and the society of a country. It is therefore very important that these
businesses think clearly about how to overcome these major sustainability
issues without compromising their profitability and by causing the least
damagetotheearth'sresourcesandhumanlife.
An important element in the development of the project is to analyze these
areas by in‐depth qualita ve research and iden fying links that connect
one area to the other. From an early stage of the project, it has been
apparent that the three areas are discreetly connected to each other and
canbetac ullyinfluencedtoachievetheprojectobjec ves.
In the figure below, the three main focus areas have been recognized as
sustainability,educa onandentrepreneurship.Eachareaisrepresentedwith
adifferentcirclethatoverlapswiththeothertwoareas,whichindicatethatall
the three areas are closely interlinked. The project focuses on who the
stakeholders are in the sec on where all three overlap, who are the target
audience in the areas of educa on and entrepreneurship and finally, what
designcandowidelyinallthethreeareas.
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7. KEY RESEARCH QUESTIONS
The development of key research ques ons assisted in comprehending the
magnitude of the situa on and then defining boundaries to work within.
The research ques ons targeted each area (Educa on, entrepreneurship
andsustainability)individually.
Theresearchstreamedoutbasedonthreeini alques ons
1.Whatisthebackgroundandcurrentsitua onofeacharea?
2.Whoarethemajorstakeholders?
3.Howarethestakeholderscurrentlyinvolved?
Theanswerstotheaboveques ons canbefound inthechapter‐Literature
Review.
Apart from the main ques ons, the study also required the need of
answering smaller sub‐ques ons related to the nature, influences and
future scope of the three targeted areas. These sub‐ques ons spring up at
various points of the en re research phase, further merging into the
developmentoftheproject.
C Adithi Sarovar
THE EGG
6

8. Objec ves
Theobjec vesforthisprojectaresegregatedas'Primary'and'Secondary'.
PrimaryObjec ves(immediateeffect)
1.Educa ngtheyouthaboutsustainabilityvaluesandprinciples
2. Crea ng a strong service network to convert innova ve ideas into a
sustainablebusinessmodel
3. Create awareness on the importance of training entrepreneurs towards
acirculareconomymodelfromanearlystage
SecondaryObjec ves(longtermeffects)
1.Ins gateanaltera oninthepresenteduca onsystem
2. Develop a shi from the liner economy model to a circular economy
model
3. Generate interest within the general public about issues related to
educa on,entrepreneurshipandsustainability.
The inten on of this project is to educate young entrepreneurs about
sustainability issues, with the inten on that when these young ideas take
shape and grow into businesses, issues like environmental and economic
sustainability are well thought about from the start. This will be a star ng
point towards shi ing to a more sustainable economy and ecosphere. The
project also focuses on enhancing and encouraging the entrepreneurial
abili esoftheyouthinordertoboostacountry’seconomicgrowth.
AIMS AND OBJECTIVES
Aim
Direc ng young
entrepreneurial
innova on
towards a
circular economy
7

9. To achieve a greater understanding of a subject, it is helpful to specialize
within it. For this purpose, the following boundaries have been defined for
thisproject
PROJECT BOUNDARIES
TargetPlace–England, UK
The development of the project will be based on the research done
about the current situa on in England. Though influences may be
picked up from other parts of the UK, the final deliverables will be
defined to be executed ini ally only within England. The project may
growthroughoutthe UK asafuturescenario.
TargetAudience–SecondarySchoolStudents(Age14to16)
This age group has been selected based on the format of educa on in
the UK. Students at the beginning of secondary school are required to
makesubjectchoicesthatmayinfluencetheirfuturecareerpaths.
AreaofFocus–DesignandTechnologyintheNa onalCurriculum
The subject Design and Technology has been selected as it plays a key
role in shaping innovators in the economy. The subject is linked to
crea vity and originality in ideas, which are the key dynamics of an
entrepreneur
(Fina a pub, 2001 ‐ 2007)
C Adithi Sarovar
THE EGG
8

10. PROJECT EVOLUTION
9

11. PROJECT EVOLUTION
Discover
A er the selec on of the topic, background research was done in the areas
of sustainability, entrepreneurship and educa on. This included exploring
the stakeholders involved and targe ng the key stakeholders in the
respec ve areas. It also included research on the current issues in each
area, stakeholder opinions, ini a ves and analyzing public response to
different controversies and theories. Further, it involved analyzing the
researchtomarkouttheimportantdevelopmentsandcri calissues.
Define
Insights and opportuni es were defined a er conduc ng various
interviews with stakeholders (entrepreneurs, freelancers, teachers,
students) and also through discussions and ethnographic research. Based
on the primary and secondary research methods, various design
opportuni es arose. An evalua on of these methods was conducted using
a point based evalua on system through which a final direc on could be
selected.
C Adithi Sarovar
Develop
The defini on of the final design brief was followed by more research in a
focused route. This included looking at benchmarks and case studies in the
area of the final concept. Also, more research was done on the stakeholder
hierarchy, service design methods and the open innova on concept. This
was followed with a some feedback which led to developing and detailing
the final concept proposal. Various methods of developing the concept
were used like understanding the character profiles, defining the brand,
differen a on, system maps, etc. A er feedback from a key stakeholder,
thefinalpitchwasre‐designed.
Deliver
The deliverables for the final concept included ‐ The Pitch ‐ which gave the
details of the final design, including the main system structure. The second
deliverable‐TheJourney‐definesindetailthedifferentstagesofthewhole
designand‐TheBrand‐definesthedetailsofthenameandlogoofthefinal
design proposal. This was followed with tes ng the proposed design in a
school and the results were used for analyzing further possibili es of the
servicedesignproposal.
THE EGG
10

12. LiTERATURE REVIEW
Tounderstandthepresentatmosphereofthechosentopic,itis
importanttofirstanswerthekeyques ons.
1. What is the background and current situa on of each
area?
2. Whoarethemajorstakeholders?
3. Howarethestakeholderscurrentlyinvolved?
A start to answering these ques ons begins with gaining
understanding of the three main areas of focus. For this, ini al
desk research was conducted which further branched out to
understanding the key ques ons above and connec ng these
totheresearchfindings.
S En
Edu
sustainability entrepreneurship
education
11

13. DEFINING FOCUS AREAS
Sustainability
The term sustainability is being used frequently in various instances today.
Whetheritisamul na onalcompanydiscussingtheirsustainabilityvalues
or a man at home looking for ways to make his monthly income more
sustainable. The importance of this concept is now wide spread across the
na ongivingitvaluelikeneverbefore.
Therearefoursegmentstosustainability.
S
C Adithi Sarovar
THE CATERPILLAR
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14. This segment of sustainability focuses on maximizing human
performance mainly at work. Companies look at human
sustainability to increase their produc vity where human labor
is involved. Humans can be most produc ve when their
interac ons in work environments are carefully planned. This in
turn can benefit an organiza on by decreasing the efforts
needed to complete a task, increasing efficiency with rela on to
the me required to complete a given task and overall providing
a happier and more comfortable space for workers. All these
factorscandirectlybenefitthegrowthofacompanyorbusiness.
Apart from a commercial perspec ve, it is also important that
humans are kept comfortable in their daily life to cope with the
stressesofthemajorissuesdevelopinginthiscentury.Improved
work condi ons, cleaner environments, increased salaries and
happier peer groups can all contribute to the development of a
country.
Sustainability of the environment is the most popular and also
probably the most urgently required segment. Most mul ‐
na onal corpora ons in the world are required to re‐think
about the impacts their businesses can have on the
environment. Widely speaking, environmental sustainability
focuses on protec ng our earth's resources from deple on. We
need to protect our ecosphere from overall contamina ons and
ex nc on of flora and fauna. By doing this, we may be able to
savea few resourcesfor the genera ons to follow.It is a fact that
the present situa on is bad. Non‐governmental organiza ons,
big industries, smaller start‐ups are all realizing the importance
of protec ng the worlds resources and implemen ng measures
and policies to cause less harm to our surroundings. The
environment has a natural property of replenishing resources
that man uses up. But today, we are using up these resources
much faster than the earth is capable of replenishing. This is
called the earth's resilience. As responsible humans, it is our
duty to ensure that there is equity in the distribu on of
resources, i.e. we need to make sure that the future genera ons
are not compromised of their share of the resources available.
For this to be possible, a more circular, cradle‐to‐cradle
approachmustbeimplementedinalloutproductsandservices.
HUMAN SUSTAINABILITY ENVIRONMENTAL SUSTAINABILITY
13

15. Asthenamesuggests,thissegmentofsustainabilityemphasizes
on managing the financial and economic resources. This may be
the investments done by an organiza on or it may be the
sustainability of a na on's economy. In today's compe ve
global scene, every na on is seeking to improve their economic
stability to sustain their posi on as the leading global economy..
With the onset of the recession in the year 2009 countries like
The United States and Europe were drowning. Even today these
economies are working hard to sustain themselves in the global
race. Organiza ons need to be built to last these unfortunate
circumstances that may spring up in the market. Also long term
profitability is an important part of economic sustainability of
any new or established organiza on. Without proper long term
economic plans, goals and aims, the sustenance of a na on or
even a small business may fall, causing damages to the
stakeholders involved and also to the society, depending on the
magnitude of the establishment and its influence on the
involvedgroups.
Sustainability in a social context focuses on communi es and
their social responsibili es. These may be poli cal, religious or
any other community in a na on. It is important that these
communi es can live in co‐ordina on with each other and
maintain peace amongst them. The services offered by various
organiza ons promote the growth of these communi es. The
structures and the future of any community is important to the
social sustenance and plays a role in the mental and physical
healthoftheinvolvedstakeholders.
ECONOMICAL SUSTAINABILITY SOCIAL SUSTAINABILITY
C Adithi Sarovar
THE CATERPILLAR
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16. Edu
Educa on
As described in the project boundaries, the focus for this
research will be on secondary schools in the UK and
importance will be given to the subject of Design and
Technology as it plays a major role in the development of
entrepreneurialandsustainabledesignthinkinginstudents.
15

17. It is important for the development of this project to understand the
hierarchy of the educa on system in the United Kingdom. Who are the
main decision makers, what decisions are made and how this affects the
student. In the UK, the na onal curriculum is formed by the Department
for Educa on (DfE) which is part of the government. The na onal
curriculum is framed through subject experts that include the STEM
subjects. The STEM subjects are Science, Technology, Engineering and
Math. Apart from the STEM subjects, students are also exposed to
founda on subjects like Art, Design and Technology, Drama, Geography,
History, Music, Religious Studies, Music, Etc. These subjects are all part of
thesecondaryschoolinginthe UK.
There are various awarding bodies associated to schools through which a
student can access the na onal curriculum. A er secondary school, a
student moves on to Sixth Form College where they can take up exams
associatedtobodieslike GCSE,A‐Levels, IBDP,etc.
The hierarchy pyramid for the educa on system con nues with these
awarding bodies, schools and universi es working together under the DfE
to support students with the na onal curriculum. There are also various
founda ons and organiza ons that lend their support in individual fields to
schools and students (E.g. Ellen McArthur Founda on and The Design and
Technology Associa on). Last in the hierarchy pyramid are the opinions of
leadersofthena onandofcoursethepublic.
C Adithi Sarovar
THE CATERPILLAR
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18. Entrepreneurship
Star ng a business is not easy work. Even with ample investments and
opportuni es, a few missing links can pull down a business venture.
Crea vity, hard work, an ability to make quick decisions, taking risks and a
lot of passion are key characteris cs of a natural born entrepreneur. Most
ofthesuccessstoriesthatwecomeacrosswouldbeacasewheretheabove
men oned elements are present in the right quan es and are acted upon
at the right me. The project focuses on training these elements in the
youth of our societyto helpthemrealizetheirpoten alat an earlyage.This
will give them the ability and the knowledge to make career decisions from
the start of their Sixth Form college. For an entrepreneur, experience is the
best learning resource, and if this experience can be given to a young
person looking at se ng up a business, their probabili es of success can be
increased.
In the project, an emphasis has been made in the field of design
entrepreneurship, and the target is to enable students to realize their
poten al and empower them with knowledge about se ng up a business
as a designer. Here, prac cal facts plays a big role, and as future
entrepreneurs, the youth must be guided in the right manner in order to
ensure that they are aware of how it would benefit them and those around
them, what it would mean to the society and the economy that they are a
partofandalsoalltherisksinvolvedwithstar ngabusinessventure.
En
17

19. A research conducted by Barclays Bank on entrepreneurs verifies that
those who choose this career path are happier, more sa sfied and work
harderastheyaremorecontentwiththeirjobs.
(Barclays Business, 2013)
C Adithi Sarovar
THE CATERPILLAR
18

20. STAKE HOLDERS
IN THE FIELDS OF EDUCATION, ENTREPRENEURSHIP AND SUSTAINABILITY
Exploring the stakeholders in the main focus areas began by sessions of
desk research, leading to recognizing the important stakeholders and the
differentconnec onsthatcouldbemadewithintheframework.Toachieve
the final aim described previously, a network of involved players are
required. This makes it important to establish who the main stakeholders
are in the fields of educa on, entrepreneurship and sustainability, and how
they can all contribute and benefit individually or from each other while
travelingtowardstheaimsandobjec ves.
19

21. StakeholdersinEduca on:
The main stakeholders for the purpose of this project are the students from
secondary level educa on. All other stakeholders are involved directly or
indirectly with the students. Everything explored in the project is
centralized around the student and this makes is crucial that everyone
involvedunderstandthestudentprofileaswellaspossible.
Other stakeholders in the area of educa on include the Department for
Educa on(DfE),ExamBoardsandawardingbodies,Founda onsandTrusts
liketheDesignandTechnologyAssocia on(DATA)andtheEllenMacArthur
Founda on (EMacAF), the Sorrel Founda on, etc. It also involves schools,
universi es,teachers,parents,educa onexpertsandchildexperts,etc.
StakeholdersinSustainability
This area essen ally includes Environmentalists and Designers and
engineers in the field of Sustainable Innova on. It also involves the
government who would be a major influence in the area of sustainability to
set up new policies and schemes. Lastly, volunteers and ci zens would also
beconsideredasinvolvedstakeholdersintheproject.
StakeholdersinEntrepreneurship
This area would mainly include business leaders, smaller start‐ups,
entrepreneurs and freelancers in various fields and also organiza ons and
universi eswhopromoteentrepreneurshipandinnova on.
The government, through the Department for Business, Innova on and
Skills has also recognized the importance of entrepreneurs and start‐ups
and hence a number of new schemes have been launched in this regard,
makingthemanimportantstakeholderfortheproject.
The most important stakeholder for this project are investors, as
connec ngthemtostudententrepreneursmeansthatstudentswillgetthe
necessary support to fund their projects. Also, the expert guidance of an
investor can play a major role for the development of a business. Apart
from individuals, other funding sources like Crowd Funding, Crowd
SourcingandBusinessAngleshavealsobeentakenintoaccount.
Edu
S
En
C Adithi Sarovar
THE CATERPILLAR
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22. CIRCULAR ECONOMIES
AND THE ELLEN MACARTHUR FOUNDATION
“A CIRCULAR ECONOMY AIMS TO DESIGN OUT WASTE”(Potocnik,2010)
A study of the reports 'Towards the Circular Economy' and 'Ahead of the
curve' published by Ellen MacArthur Founda on gives a detailed insight
into what are the main features of a circular economy and how the country
can benefit from adop ng a circular economy model. To understand the
conceptinanutshell,thefollowingdefini onisverydescrip ve:
“The circular economy is a generic term for an industrial economy that is,
by design or inten on, restora ve and in which materials flows are of two
types, biological nutrients, designed to reenter the biosphere safely, and
technical nutrients, which are designed to circulate at high quality without
enteringthebiosphere.”(Wikipedia,2013)
The Linear economy uses the Take – Make – Dump route which results in
huge amounts of waste that are a mix of biological and technical nutrients.
An economy progressing with the Liner model induces large amounts of
harmful waste into the earth and reduces the capacity of the earth to
replenish its resources. It does not encourage recycling or reuse of any
technical elements, thus only con nuously taking from the earth but not
restoring any of the used material. This will result in the ex nc on of
various resources that the earth has to offer. Economies today need to shi
to a model which not only uses resources but carefully and methodically
givesbacktheseresourcestotheearthinordertoenableitsreplenishment
for use in the future. This is called cradle to cradle, where materials taken
from the earth (our cradle) is returned to it, forming a con nuous circle or
loop of resources. This circular model as compared to a linear model has
benefitstoaneconomythataremanifold.
“It replaces the 'end‐of‐life' concept with restora on, shi s towards the
use of renewable energy, eliminates the use of toxic chemicals, which
impair re‐use, and aims for the elimina on of waste through the superior
design of materials, products, systems and within this business model.”
(Potocnik,2010)
(Ellen MacArthur Founda on, 2012)
(Heacademy, 2013)
21

23. (link2, 2012)
C Adithi Sarovar
THE CATERPILLAR
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24. The report by the Ellen MacArthur Founda on explores the economic
opportuni es involved by shi ing towards circularity. It states that not only
will economies win, but also companies, consumers and users will win. In
educa on, the founda on has been ac vely involved with secondary
schools by organizing challenges, internships with founding partners of the
founda on, strategic educa onal partnerships that engage young people
and teachers, curriculum interven ons with the design and technology
associa onand STEM resources,etc.tomen onafew.Theseini a vesare
discussedfurtherInthe chapter.
(Ellen MacArthur Founda on, 2012)23

25. IN THE NEWS
ENVIRONMENT
New government policies are encouraging businesses to manage their
impact on the environment. “We need to make our economy and
businesses more sustainable, so we can grow the economy and also reduce
our environmental impact. Using resources (like water, energy and natural
materials) more efficiently will bring benefits to the UK businesses,
including:
Around75%ofeachperson'scarbonemissionsinthe UK arefromproducts
and services. We must find more efficient ways of producing and
consuming goods to reduce our impacts on the environment”
(Government UK,2013)
Mul ple policies and ac ons have been ini ated by the government to
supporttheabovestatements:
 The Waste and Resources Ac on Program (WRAP) – Advise to
businesses about using their raw material, water and energy in an
efficientway
 Funding the Royal Society for the encouragement of the Arts,
ManufacturesandCommerce(RSA)
 Suppor ng innova ons that make products and services more
environmentallyfriendly
 Encouraging businesses to make consumer products more
sustainable and giving consumers informa on about the
environmentalimpactsofproducts
 A Green Economy' published by the Environmental Audit
Commi ee recommends several measures that the government
shouldtaketoimprovestrategiesandpoliciesthatcanhelptowards
theshi toagreeneconomy
 Working with organiza ons like 'The Green Economy Council' and
'TheCircularEconomyTaskForce'tonameafew
Saving around 23 billion pounds a year
Reducing their carbon emissions
More resilience to climate change
and rising prices of commodi es
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26. IN THE GOVERNMENT
THE NATIONAL CURRICULUM AND DESIGN AND TECHNOLOGY – DEVELOPMENTS AND CONTROVERSIES
The na onal curriculum, as stated above is defined by the Department for
Educa on (DfE). The DfE looks into all the major aspects of the curriculum
and how it can be best amended to benefit the students. They have also
been ac vely implemen ng changes and introducing new programs for the
success of students in the UK. A recent amendment in the curriculum has
been the reframing of the Design and Technology curriculum. This
amendment had raised many issues and controversies amongst those
involved. As Design and Technology is one of the prime focus areas for
research and design opportuni es, an in depth explora on of these issues
has been undertaken. Also, a study on the latest ini a ves by the DfE,
relatedtotheareasofsustainabilityandentrepreneurship,hasbeendone.
(Appendix2)
(BBC News, 2005)
25

27.  The dra syllabus for design and technology raised a lot of issues
around the fact that more importance was being given to subjects
like cookery and hor culture. This will bring down the standard of
innova on,designandengineeringinthecurriculum.
 Courses need to be designed to enable students to pursue careers
in their futures. The importance and acceptance of careers in the
crea ve field is increasing, more students are studying voca onal
courses as compared to before. The value for these areas of study
andworkisonitswaytocomingatparwithacademicsubjects.
 Schools are s ll lagging behind in the development of areas such as
design and technology. Students are not sufficiently exposed to a
real world situa on, where the knowledge they gain is applied. This
holds true to not only the core STEM subjects, but also the other
voca onal subjects, especially design and technology. The DfE,
along with suppor ng organiza ons are working on improving this
situa on by implemen ng various new courses, revising the
curriculumstrategiesandotherini a ves.
 It is crucial that young people today realize the importance of
sustainability. The DfE has recognized the importance of this and
have made addi ons in the na onal curriculum that will help
studentslearnaboutsustainabilityissues.
 Students need to be trained with high skill levels in order to enter
the compe ve job market today. Entrepreneurship can make a big
difference in boos ng the economy and helping UK to win the
globalrace
The secondary research assisted in gaining a wide understanding of the
current issues in the educa on system. A cri cal analysis of these issues
helped in gaining some general insights through which further strategic
research was conducted. The main points of the cri cal analysis are
summarized:
(Na onal archives, 2009)
(churchill community college, 2009)
(The Council for Subject Associa ons, 1989
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28. DESIGN AND TECHNOLOGY
IN THE CURRICULUM
“Knowledge and understanding is taught specifically within D&T, but it also
draws on other curriculum areas such as science, mathema cs, art and
design, business educa on, informa on technology, environmental
educa on and economic and industrial understanding. D&T will also
contributetothesesubjectsandsomeothercurriculumareas.”(D&T,2013)
The Design and Technology Associa on aims at providing opportuni es for
students across a wide age group to develop their design skills (prac cal
and theore cal knowledge). The curriculum trains students to help them
createqualityproductsthroughvariousac vi es.
Inves ga ve, disassembly
and evalua ve ac vi es
related to products and
their applica ons
Focused prac cal tasks to
develop skills and the
fields of knowledge
Understanding
materials and
components
Control and systems,
including mechanical,
electrical, electronic and
pneuma c structures
Achieving qualityHealth and safety
27

29. ENTREPRENEURSHIP
WINNING THE GLOBAL RACE
Todayentrepreneurshipisviewedasadrivingforceforeconomicgrowth
(WenneckersandThurick1999).
Saxenian (1994) demonstrated that the most prosperous and dynamic
economic regions were characterized by very high rates of
entrepreneurship.
The UK Minister,DavidCameron,inaspeechstates“Weareinaglobalrace.
Towinthatraceweneedtofosterourcrea vityandinnova on.”
As men oned in the previous chapter, the BRIC countries (Brazil, Russia,
IndiaandChina)areresponsiblefor70percentoftheglobalgrowthandare
hubsforentrepreneurs.
It is clear from the above statements that the importance of
entrepreneurship is in the lime light and all communi es are beginning to
realize this. For an economy like the UK, a major factor for growth lies in its
crea ve talent. Unlike any other na on, Britain is known for its discoveries
and inven ons. It is crucial that this uniqueness does not disappear due to
the unmanaged administra on of crea vity in youth. For innova on to
comeforth,apersonhastobeofanentrepreneurialnature.
According to Ms. Edith Mwebaza Basalirwa (Lecturer & Head of
EntrepreneurshipDepartment, MUBs):
“HowisEntrepreneurshipgoodforEconomicGrowth?
 EconomicDevelopment
 Entrepreneurscreatenewbusinesses
 Newbusinessescreatejobs
 Increaselevelofdisposableincome
 Newbusinessesintensifycompe on
 Intensifiedcompe onmayimprovequality
 New businesses may increase produc vity through technological
change
 Moneymaking
 Newtechnologies
 Successfulorganiza ons
Hencehighmeasuredlevelsof Entrepreneurship willthus translatedirectly
intohighlevelsofeconomicgrowth.”(D&T,2013)
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30. STAKEHOLDER INITIATIVES
THE SORRELL FOUNDATION –(ED)
“The Sorrell Founda on was set up in 1999 with the aim of inspiring
crea vity in young people and improving the quality of life through good
design. The Founda on creates and prototypes new ideas and develops
modelsthatcanbewidelyused.”(TheSorrellFounda on,2009)
Ini a ves
Joined up design for schools
A program for pupils that took off in 2000, joined up design for schools
exposes the student to playing the role of a client in the design process. The
students work in teams to create project briefs for designers or architects
and this helps them understand the depth involved in the innova ve
process and to develop new life skills. The Sorrell Founda on received
support from the Department for Educa on and Skills to widen the
outreachoftheprogram.Theprogramiscurrentlyrunin100schools.More
than 10,000 pupils have been involved in these workshops. (The Sorrell
Founda on,2009)
Young Design Program
This program evolved out of Joined up design for schools, and focuses on
impar ng life skills to young people. School students act as clients and
commission projects to improve their school to university level students
who act as their design consultants. The university students are mentored
by professional designers. Started in 2005, the program now has a total of
83 schools, 6 further educa on colleges and 13 universi es or higher
educa oncollegesinvolved.(TheSorrellFounda on,2009)
An ini a ve by the Sorrel Founda on, which introduces young people to
working in the crea ve sector. The students get to visit a crea ve business
and learn about what it takes to work in the field. “The visits will help 14‐16
year olds make informa on choices about educa on, training and career
op ons. They will be able to find out what companies look for when
employing a young designer and what makes each company unique.” (The
SorrellFounda on,2009)
Crea ve Career Visits
29

31. ELLEN MACARTHUR FOUNDATION (SU.ED)
“TheEllenMacArthurFounda onisanindependentcharitywiththeaimof
inspiring a genera on to re‐think, re‐design & build a posi ve future
through the vision of a circular economy”(Ellen Macarthur Founda on,
2012)Thefounda onworkscloselywithschoolsandhighereduca on.
Ini a ves
Project Re‐Design
Students across the UK, in the age group of 16‐18, were asked to use the
circular economy concept as a frame work for design. A program that
started in 2011, more than 800 students from 103 schools were involved.
The program was conducted as five all‐day workshops, where teams of
students worked on design problems and their teachers took part in a
circular economy professional development workshop. The project also
helpedtodevelopacirculareconomytoolkitasaresourceforeducators.
Internships with Founding Partners
Students across the UK, in the age group of 16‐18, were asked to use the
circular economy concept as a frame work for design. A program that
started in 2011, more than 800 students from 103 schools were involved.
The program was conducted as five all‐day workshops, where teams of
students worked on design problems and their teachers took part in a
circular economy professional development workshop. The project also
helpedtodevelopacirculareconomytoolkitasaresourceforeducators.
Strategic Educa onal Partnerships – Schools
As an ini a ve to involve young people and teachers in systems thinking
and the circular economy, the founda on selected six UK secondary
schools (pathfinder schools) that act as circular economy development
hubs. These schools work closely with the founda on's development team
and local businesses to host events, develop case studies on learning and
supportthefounda onwithitscirculareconomyprac ceandaims.
D&T Resources – Systems Reset
The founda on recruited and trained six teachers in the design and
technology subject area, where they were each asked to develop a set of
lessonstofamiliarizethestudentswiththecontentofthecirculareconomy
and systems thinking. The six lessons that the teacher authors developed
are: 1. Circular economy in the built model, 2. Waste = Food, 3. Rethinking
thesystem,4.Intheloop,5.Biomimicry,6.Rethinkingtex leproducts.
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32. STEM Resources – The Future of Energy and Curriculum Interven ons
The Founda on along with the Na onal Grid (Electricity and Gas u lity
company) created 'The Future of Energy', which is a range of inspiring
media resources and curriculum s mulus projects. In these resources, core
circular economy concepts are explored through the STEM subjects
(science, technology, engineering and math). The themes are – 1.
Connec ng producer and consumer in the future, 2. The decomposers
return, 3. UK energy: what's the future mix? , 4. Waste to energy or was ng
energy,5.Thetechnologicalfron ersofnuclearpower.Thefounda onalso
worked with universi es to develop lessons and ac vi es based on the
circular economy that can be integrated into the curriculum. The lessons
include 'Made to be Made Again', 'Reinven ng Progress' and 'The Circular
EconomyHandlingCollec on'tonameafew.
School CPD (Con nuing Professional Development)
An interac ve workshop that trains schools and teachers towards systems
thinking in a circular economy. The founda on also launched a series of
hands‐on workshops called 'Teardown Labs' that introduced teachers,
architects and engineers to the circular economy, rela ng it to product
design.
Other Ini a ves
Apart from the above ini a ves, the founda on also works with various
companies, ar sts, internet resources, experts and higher educa on
ins tu ons across the UK to develop circular economy thinking and spread
awarenessofitsbenefits.
31

33. DESIGN AND TECHNOLOGY ASSOCIATION (ED.SU.)
The associa on provides support, advice and leadership for all involved in
Design and Technology (D&T). They work across a number of age groups
coveringallprimaryandsecondaryschoollevels.
Ini a ves
Engineering Educa on Scheme
This ini a ve by the DATA provides students with an opportunity to
experience the professional world of science, engineering and technology
through group work on a project led by a local company. The scheme is part
oftheRoyalAcademyofEngineering'sBestprogram.(D&T,2013)
Young Engineers for Britain
The Young Engineers for Britain compe on was an annual ini a ve of the
Engineering and Technology Board (formerly the Engineering Council) and
is now run by Young Engineers. It is the biggest event of its kind in Europe.
The compe on showcases the wealth of innova on and crea vity
amongststudentsaged11‐19in UK schoolsandcolleges.(D&T,2013)
Secondary Engineer Community BLOODHOUND SSC Challenge
Based on the current world land speed record a empt being made by
Richard Nobel and Andy Green and a team of engineers, scien sts and
designers to build a car that will travel at a design speed of 1050mph!
Students are to design a stored energy vehicle to travel at speed over a set
distance. Teams are mixture of ages including adults and secondary pupils
workingalongsideaminimumofoneprimarypupilperteam.(D&T,2013)
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34. A er the ini al background research detailed in the previous
chapter, firsthand informa on needed to be gained in the areas
ofeduca onandentrepreneurship.Theini alresearchwasable
to answer the key ques ons (Pg.7) about current issues and
stakeholder involvement. To understand the involvement of
thosedirectlyinfluencingthesaidareas,differentmethodswere
used that enabled the expansion of accumulated data. The
methodsusedfortheprimaryresearchwere:
 EthnographicResearch–BishopshaltSchool
 StudentProfiles
 Teacher'sOpinions
 Talkingwithentrepreneurs
METHODOLOGY
PRiMARY RESEARCH
33

35. METHODOLOGY
ETHNOGRAPHIC RESEARCH
A visit to the local school 'BISHOPSHALT' proved as an excellent method
to gain insights about what happens in the confines of a classroom. The
research involved observing a secondary level Design and Technology
class when in session, followed by conversa ons with students and the
teacher.Thevisitenabledexploringthefollowingareas:
1. Theinvolvementofthetutor
2. Therela onbetweenthetutorandthepupils
3. Theeffectoftheclassroomambience
4. Thedeliveryofthesubjectandtheimpactonthestudent
5. Individualstudentinvolvement
6. Prac calapplica onofknowledge
The above observa ons were rated on a scale of 1 to 5 on the posi ve and
nega ve inclina on of each area. This observa on was further used in
gauging what strong aspects could be enhanced and what were the weak
pointsthatcouldbestrengthenedthroughdesign.
andtheimpactonthestudent
(bishops halt school, 2013)
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36. The explora on of the above aspects led to six main areas where
improvementscouldbemade.
TIME | CLASS STRENGTH | WORK ATMOSPHERE | PHYSICAL TEACHING
RESOURCES | EXPOSURE | REAL LIFE DESIGN SCENARIOS
-ve
+ve
1.The involvement
of the tutor
2.The relation between
the tutor and the pupils
4.The delivery of the
subject and the impact
on the student
3.The effect of the
classroom ambience
5.Individual student
involvement
6.Practical application
of knowledge
RATING OBSERVATIONS
(bishops halt school, 2013)
35

37. EXPOSURE
CLASS
STRENGTH
The tutor was not able to build a conversa on
withthestudents,againduetothelackof me.
Also, the number of students in the classroom
makes it difficult for the tutor to get involved
more deeply into the subject with the
students.
A look through the individual projects of the
students indicated that a lot of me and effort
had gone into explora on and design. The
projects were very organized and overall of a
professional quality. The topics chosen showed
that the students were involved and very
interested in the area of design and technology.
However, no addi onal work taken up on the
pupil's individual interest was visible. This could
be improved by increasing the exposure of the
studentintheirinterestedareas.
PHYSICAL
TEACHING
RESOURCES
TIME
Though the involvement of the tutor was
notable, there was scope for improvement. As
the class began, the students were quite
quickly briefed on the work for the day that
con nued from the previous session. The
involvement of the tutor could have been
improved with the increase of me available
forthesession.
The method used to communicate the days
plan was through a projector that had the
relevant informa on to be passed on the
student wri en in words. This could be
improved through be er designed resources
that would be more vibrant and result in a
strongerimpactonthestudent.
REAL LIFE
DESIGN
SCENARIOS
WORK
ATMOSPHERE
Students could benefit from a more
s mula ng environment. The confines of a
classroom do not provide the best atmosphere
toexcitethecrea vesenses.Aspacededicated
to design and technology must inspire
innova on through every surface. Also, the
space must be such that a student would feel
comfortable and safe to explore the depths of
theirthoughts.
Students are allowed to explore their learning
through prac cal projects and this helps them
realize the implica ons of execu ng design
concepts in reality. Nonetheless, this could be
further improved through exposure into guided
design scenarios with real clients as part of the
curriculum.
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38. METHODOLOGY
STUDENT PROFILES
Conversa ons with students at the Bishopshalt School helped in gaining
useful insights about the student's views, their aims and aspira ons and
their exposure towards a career in a crea ve field. The conversa ons took
thefollowingcourse:
 General informa on – Name, Age, Favorite subject, Hobbies and
interests
 SubjectCombina ons
 What do you enjoy the most about the Design and Technology
class?
 Whatisyourcareerambi on?
 Whatfielddoyourparentsworkin?
The responses were then analyzed to spot trends and pa erns that further
lettodevelopinginsightsanddiscoveringdesignopportuni es.
37

39. Name: Ivana
Sub. Combination: Dance | Computing | R.S.
Fav. Sub: Graphics | Dance
Interested in: Knowing why people think
Opinion on DnT: I love the creativity that we use
I enjoy practical work
Career Ambition: Not an office Job. Not sure
Name: Daniel
Sub. Combination: Spanish | Food Tech. | Drama
Fav. Sub: Drama
Interested in: A lot of art and practical work
Opinion on DnT: I enjoy that we can do practical work
and see our projects come to life
Career Ambition: Not sure. But something interesting
Name: Cadon
Sub. Combination: Spanish | History | P.D
Fav. Sub: History
Interested in: Medicine
Opinion on DnT: Creating different products with
independence and creativity
Career Ambition: Paramedics professional
Name: Naseem
Sub. Combination: Science | Sociology | Geography
Fav. Sub: Science
Interested in: Science related projects
Opinion on DnT: I love that I can have my own ideas
and be artistic
Career Ambition: Engineer
Name: Jack
Sub. Combination: Drama | Photography | Comp.Graphics
Fav. Sub: Graphics
Interested in: Drawing
Opinion on DnT: I enjoy doing practical work
Career Ambition: Maybe a technician
Name: Conwae
Sub. Combination: Geography | History | Sociology
Fav. Sub: DnT
Interested in: Sports
Opinion on DnT: I like the freedom that we get
Career Ambition: Not sure
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40. METHODOLOGY
TEACHERS’S OPINION
The teacher plays a crucial role in the development of a student's life. The
project recognizes the tutor as perhaps one of the most important
stakeholders apart from the students themselves. For this reason,
receiving the teacher's views and opinions on ma ers related to the
curriculum was essen al. A discussion session regarding the curriculum
and its impacts on the student was ini ated with Miss Suzanne Duff, a
secondarylevelD&TtutorattheBishopshaltSchool.
39

41. Q. There is a misconcep on that D&T is only a voca onal subject. Do you
thinkthisno onmightbeduetotheparent'sprofession?Canteachersplay
arolewithintheclassenvironmenttoguidestudentstothinkotherwise?
Miss Duff: It is true that parents have a bad percep on of the subject and
their point of view influences the student tremendously. This may be
because the parents are under exposed to the career values a ached to
being a designer or an innovator or someone in the crea ve field.
Tradi onal subjects like science or math lead on to career op ons that are
triedand tested.We are doing a lot of rebranding within the school that can
inform students of the poten al in a crea ve filed like design. Also, I keep in
touch with the parents and this rela on between the students, parents and
the teacher is important as it helps to play a bigger role in a student's life
when making important career related decisions. From my experience I
know that students love the subject and would be very interested in
developingtheirskillsinthearea.
Q. There have been some ini a ves by the government to make students
more 'work ready'. These ini a ves are focused more on the 16 to 19 age
group. As a secondary level teacher, do you think there is scope to train
students younger than this towards thinking more about their future work
scenarios?
MissDuff:Yes,thereisdefinitelyalotofscopeintrainingyoungerstudents.
At Bishopshalt School we have recently invested in a 3D printer, a milling
machine, etc. to increase the exposure a student gets. Most of the students
in the D&T class have picked the subject completely out of their own
interest so there is surely a space in their minds to pursue this interest
further in their own ways. They can be further encouraged by the right
careeradvice.
Q. From your experience with D&T educa on, do a majority of the students
have the interest and the poten al to con nue in the field? Many
entrepreneurs start really young; do you see any of your students as
successfulentrepreneursinthefuture?
Miss Duff: D&T is not a compulsory subject a er Key stage 3. Yet, in KS4
more than half of the students come back to con nue the course. It is hard
to say what the future holds for them as there is a lot of confusion about
their career op ons. But it is a fact that the class holds a lot of poten al and
hopefullythiswillbedirectedintowardswhatisbestforeachofthem.
Q. As a D&T head, what is the most powerful tool towards training students
toachievetheirentrepreneurialideas?
Miss Duff: The drawback with the curriculum is that there are no business
based chapters; there is no por on of the subject that exposes the student
to marke ng or legal issues related to business. In school we have formed a
young enterprise team at year 11 and 12 to encourage students with their
ideas and concepts. Also, with my personal interest I have ini ated a
classroom session where students are asked to pitch their ideas in a
'Dragon'sDen'styleformat,whichhadbeenverywellreceived.
Conversa on with Miss Suzanne Duff
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42. METHODOLOGY
TALKING WITH ENTREPRENEURS
The project focuses on students who have the poten al to become the
future entrepreneurs of the UK. For this reason, it was important to talk to
present entrepreneurs to fully understand what their thought pa erns are
and what inspires them. A telephonic interview was conducted with two
successful entrepreneurs, and the insights gained from these were used at
variousplacesintherestoftheproject.
“The most important thing
is to create a business that is
really needed by someone”
- Andrew Denham
Owner - The Bicycle Academy
(Denham, 2013)41

43. Q. At what point in your life did you know that you would become an
entrepreneur?
Andrew: As I was growing up, people always had an opinion of me. My
naturewasalwayspredictableandIwas OK withthat.Ineverreallythought
that I may start something on my own, it was always decided that I'll be
working for someone. At the age of 27 I ac vely started thinking about a
startup. The Bicycle Academy was started when I was 29, and has been
runningsuccessfullysince.
Q.What,orwhowastheinspira onforyoutobecomeanentrepreneur?
Andrew: Looking at the way other companies worked and admiring them
was a big inspira on. It was never one person or one thing. Dan Pink once
talks about what mo vates people. He says that it is more than money.
Autonomy, mastery and purpose are three things that are not present in
many jobs and this is what really mo vates entrepreneurs. I personally was
never mo vated by earning money. In my previous job, I was earning a
decent sum but I felt disconnected from what I wanted. This disappointed
measIalwayswantedtoworkforsomethingthatI'mpassionateabout.
Q. In your opinion, what do you think is the biggest barrier for young
entrepreneurstoday?
Andrew: It is disappoin ng that the subject is not taught at schools. They
are not even close to knowing what it involves. A colleague of my wife is in
chargeofenterprisesataprimaryschoolanda eraconversa onwithherI
was quite shocked that she was not aware or most of the things involving
enterprises. The biggest problem is the educa on system. It focuses more
on individuals who work at jobs rather than people who could create jobs.
There is no support in this area from an earlyage neitheris there support to
help older students to create new ventures. A young entrepreneur must
know not only about innova on and start‐ups but also must be given
support with basic things like how to file taxes, how to keep accounts,
registering companies, intellectual property, etc. I think the educa on
systemcouldbenefitwithanewtoolkitforstar ngabusinessatschoollevel
Talking to Andrew Denham
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44. Q. At what point in your life did you know that you would become an
entrepreneur?
Maria: In my childhood, no one ever used the word 'entrepreneur'. From
anearlyageofmaybe12or13Iusedtoplaywithideas,buttheywerenever
about business. It was about making things, selling things, more about
being a designer. But I think I always knew that I loved and enjoyed what I
did.
Q.What,orwhowastheinspira onforyoutobecomeanentrepreneur?
Maria: It was a mix of things. I was born in a family of innovators and
therefore always had the right environment. My father and my uncles were
always star ng new businesses and companies and looking at this I always
had ideas and wanted to make them happen. All around me there were so
many frustra ng situa ons and I used to try to get solu ons for them. As I
grew older I started looking at situa ons in a new way and analyzing what
design could do to be er it. I was developing a new way of thinking and
approaching a problem, combining the tangible with the intangible and
experimen ngwithit.
Q. In your opinion, what do you think is the biggest barrier for
entrepreneurstoday?
Maria: The educa on system is very old. It is based on knowing rather than
making. There is much more knowledge available now than before and this
means we can revisit design as a discipline at a very young age. A subject
needs to be created where children can experiment, not for knowledge,
but for analyzing. Another big problem is that the system is based on
success and failure. This is embedded in the system. It creates a very
nega ve impact and makes the child scared of failure. Once a child is afraid
to fail, they are afraid to experiment, to challenge, and this is against
entrepreneurs. There is a culture that everything has to be successful –
change this paradigm. Good design is itera ve, we need to keep trying and
keep failing. Instead of stressing that a child is right or wrong, help them to
be more curious, ask be er ques ons. A good entrepreneur needs to have
a sense of adventure, not to replicate what exits but to have a sense of
innova on.Atschooltheyaretrainedtofindanswers,thisneedtoshi toa
system where they ask ques ons. This can be a founda on for
entrepreneurs. But they should not be taught to expect results at an early
stage. They need to be given an opportunity to learn at a much lower risk
thanthattherealworldoffers.
Talking to Maria Ana Nevis
43

45. “Change the paradigm!
Navigate from certainty to uncertainty”
- Maria Ana Nevis
Freelance Designer
Social Entrepreneur - Plan Zheros | The Thinking Hotel
(Neves, 2013)
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46. DESIGN OPPORTUNITIES
SWOT OF EXISTING INITIATIVES
‐ In ini a ves by the sorrel founda on, young students are given
responsibili es and made to feel important. This can accelerate the
understanding of complex situa ons and create a faster learning
experience.
‐ Interac on with professional designers, clients and businesses give
a holis c understanding of how things work in the real work
scenario.Thiscanhelpstudentsmakeinformedcareerchoices.
‐ Internships, workshops and other interac on sessions (conducted
by EMacAF and DATA), where students get to experiment with
prac cal work, give them a pla orm to explore their poten al. It is
also a good opportunity for their tutors and parents to recognize
theirtalentsandguidethemfurtherintherightdirec on.
‐ Involving schools and teachers in the development process ensures
that they are up‐to‐date with the relevant informa on and
understand the importance of design and technology. They will be
inspiredtoencouragetheirstudentstobemoreinnova ve.
‐ The workshops and other sessions are not co‐ordinated with the
regular curriculum. This would make it difficult for a student to
relatetheworkshopexperiencetowhatisbeingtaughtatschool.
‐ Parents are not involved in the process of promo ng design and
technology and hence any interest shown in the student may be
s fledathome.
‐ Emphasis on innova on without proper guidance of managing
innova on. No focus on what to do with an idea or how to
implement the innova on in a real context resul ng in innova on
wastage.
‐ Doesnotaddressthefactthateachstudenthasadifferentpoten al
which needs to be nurtured individually. Most programs focus only
on group work at all levels, risking losing out on slow but strong
runners. This also emphasizes on the 'failure is bad' feature
a achedtolearning.
STRENGTHS WEAKNESSES&
45

47. ‐ Connec ng a wide network of stakeholders who can work towards
a single overall goal, enabling individual stakeholders to get
mul ple benefits at each level of the process. This reduces the
effortsthathavetobetakenindividuallyinachievingthesamegoal.
For instance, connec ng not only the student to an organiza on,
but even the teacher will benefit the organiza on, the student, the
teacher and the school. In this scenario, the school would not have
to invest separately in teacher trainings as this can be taken care of
by the organiza on. The organiza on would get an experienced
tutor to guide the students during the workshops, and the teacher
wouldbenefitbyupda ngtheirskillsalongwiththestudentbutata
higher level. The organiza on can also benefit by having a teacher
on board as a lot of the communica on between the organiza on
and the students can be simplified,and the riskof a student going in
the wrong direc on can be avoided due to interceding from the
teacher. For the student, having a teacher who can be a guide to
them from the start to the end of the program will make them more
comfortable with expressing their ideas as a stronger rela on
wouldexistbetweenthetwo.
‐ Managing innova on wastage by incorpora ng the circular model
with students, teachers and investors. In the simplest of
brainstorming sessions, a wide range of ideas are presented, which
then go through different processes and routes. In this cycle,a lot of
ideas are dropped as they may be incompa ble at the present
scenario. These ideas may s ll have poten al to be applied in
another scenario and hence it makes good sense to have a way of
holding on to these ideas and managing these innova ve thoughts,
so that they don't get lost in the jumble of other development
processesandcanbelaterintegratedintoadifferentscenario.
LEADING TO OPPORTUNITIES
‐ Elimina ng 'failure is bad' concept as it is a no on embedded
from childhood and accep ng a new philosophy may be
difficult or even impossible
‐ Involving parents can be tricky due to their ght schedules and
unavailability at certain mes
‐ Integra ng a program into the na onal curriculum would be a
challenge as it requires many approvals through the
government bodies and obtaining this would be a challenge
and threats ?
C Adithi Sarovar
THE CATERPILLAR
46

48. KEY FINDINGS
A SUMMARY OF WHAT WAS DISCOVERED THROUGH THE VARIOUS RESEARCH ACTIVITIES
Misconcep on that design and technology is a voca onal subject as
opposedtoanacademicsubject
Analyzing the current scenario through desk research, it is evident that
there is a general misconcep on about design as a serious subject. It is not
a compulsory subject in schools a er Key Stage 3, which means that
students are not learning to be innova ve a er a certain age. Leading
innovators like James Dyson and Dick Olver are opposed to the idea of a
curriculum that does not stress on crea ve learning and innova on.
Students are also misled by parents that a career in design and technology
isnotoneworthconsidering,whichisincreasingthismisconcep on.
Design and Technology is currently the only hands‐on subject in the
Na onalCurriculum
There is no other subject in schools that gives children a feel of working
with materials and processes. This is a cri cal drawback as there is a high
chance of several students choosing careers where prac cal skills are
needed. As D&T is not a compulsory subject, many students will not be
exposed to these essen al skills and would not be fit for a job that requires
hands‐onskills.
Design and Technology is not taught by interrela ng them to STEM
subjects
For a student to recognize the prac cal applica on of D&T, combining it
withothersubjectscanmakeadifference.Asthe STEM subjectsaremainly
theore cal, and D&T is prac cal, combining the two would help the
student in understanding both the subjects in an improved way.
Unfortunately, the current educa on system does not prac ce this. Talking
to students from Bishopshalt School, it was discovered that they enjoy
prac cal work more than anything else. This prac cal work is missing in
STEM subjects but is a very important aspect, as most real jobs are based
onapplyingtheore calknowledgeintoprac calsitua ons.
Manyfamousandsuccessfulentrepreneursstartyoung
Talking to various entrepreneurs and reading through success stories, a
trend can be plo ed that many entrepreneurs start young. Apart from
having a natural flair, other factors such as childhood role models, family
background and upbringing, etc. play a role in influencing a young
entrepreneur.
Anincreasingnumberofstakeholdersineduca onandsustainability
There have been many charity based organiza ons and founda ons in the
'eco', 'green' and 'sustainability' areas who are increasingly interested in
having their presence in educa on. A few of the main stakeholders
researched in these areas have made a big impact in schools and
universi es with various ini a ves. These ini a ves have been very well
received and have generated wide interest amongst other related
stakeholders as well. The Department for Educa on has also been involved
toalevelwiththestakeholderswhilerefiningthecurriculum.
47

49. WHAT
HOW
WHY DESIGN
S EnEdu+ +
LINKING FOCUS AREAS THROUGH DESIGN
THE CHALLENGE?
Linking the three areas of educa on,
entrepreneurship and sustainability, through a
designsolu on
Integra ng the recognized opportuni es with
the key findings in an innova ve and prac cal
designsolu on
A er establishing an understanding of the ini a ves, programs and
ac vi es conducted by some of the main stakeholders in each area and
a er looking through their strengths and weaknesses, it was established
that even though there has been progress within each area of Educa on,
Entrepreneurship and Sustainability, there is s ll a link missing that
connect all the three. For the purpose of this project, the main challenge
lies in linking the three main areas with the help of design. What is it that
design can contribute towards the aim, which is unique and powerful?
For this, various case studies were done on areas where design has made
adifferencethroughstrategicservicedesign.
C Adithi Sarovar
THE CATERPILLAR
48

50. SYSTEMS CASE STUDY 1 : Plan Zheros
An ini a ve to support the community of people in London who cannot
feed themselves by connec ng them to businesses who have surplus food
thatgoestowaste
The system involves businesses that can provide food and chari es that are
inneedoffood.Thisserviceaddressestheproblemofimmenseamountsof
food that gets wasted in hotels, cafes, restaurants and other food
businesses and also addresses the problem that millions of people starve
withoutfoodfortheirsurvival.
“Plan Zheroes is a ci zen‐led ini a ve to inspire food businesses to give
theirsurplusfoodtothosewhoneedit,soitwillneverevergotowaste”
“The UK food retail industry sends 1.6million tonnes of surplus food to
landfilleveryyear,whichcontributestotheincreaseingreenhousegases.
Atthesame methereare4millionpeopleinthe UK whoarelivingbelow
thebreadline.”(PlanZheroes,2013)
(plan zheroes, 2008)
(plan zheroes, 2008)
(Mezey, 2008)
49

51. SYSTEMS CASE STUDY 2 : Share My Dabba
An ini a ve by an NGO in Mumbai, India, suppor ng the thousands of
homeless children by the simple solu on of delivering food through the
'dabbawalas'( ffincarriers)
In mumbai, these ffin delivery men travel on cycles to hundreds of homes,
schools and offices, delivering homemade food on a daily basis. The 'share
mydabba'ini a ve(dabbaisthelocalwordfor ffinorlunchbox)givesthe
opportunity to the millions of men, women and students to share their
dabbawithahomelessandstarvingchild.Alltheyhavetodoistoputali le
red 'share' s cker on the top of their lunch box. When the boxes are
collected by the dabbawalas, they are sorted out street wise to return to
their individual kitchens, and all the boxes with the 'share' s cker and
segregated and volunteers distribute these to millions of hungry slum
children.
(Elan, 2013) (Dasgupta, 2013)(volunteer weekly, 2013)
(Spice Box, 2013)
C Adithi Sarovar
THE CATERPILLAR
50

52. Refurbishingmodel
ISE, a specialty washing machine company producing professional washing
machines (10,000 to 12,000 cycles) in sizes comparable with domes c
models, collects used heavy‐duty washing machines from hotel or
laundromat customers. A er refurbishment, it sells these machines to the
domes cmarketatadiscountprice.(EllenMacarthurFounda on,2012)
Leasemodel
Several market par cipants have discovered the poten al of offering
leasing contracts for washing machines to commercial users as well as to
private households. Specialty leasing providers such as Appliance
Warehouse of America offer a wide range of products and contract
specifica ons to meet customer demands. Home appliance manufacturers
such as Bosch Siemens Hausgeräte provide leasing to customers under a
‘full service’ scheme, which includes warran es that cover the whole
contract me frame. This provides the customer not only with increased
flexibility in terms of ming but also with be er service levels and added
convenience. In such a se ng, third‐party financing companies may take
up an intermediary role, matching manufacturer and customer incen ves
andhandlingadministra vetasks.(EllenMacarthurFounda on,2012)"
SYSTEMS CASE STUDY 3 : Washing Machine
“Pay‐per‐washmodel
In Northern Europe, Electrolux offered customers per‐wash op ons based
on smart metering. The manufacturer installed its high‐quality washing
machines in customer homes, connected to a dedicated measuring device
installed at the power outlet. This enabled tracking of not only the number
of washing cycles but also the programme (e.g., cold versus hot wash). This
business model was discon nued a er the u lity provider discon nued
the smart metering. Without this element, Electrolux was unable to assess
customer‐specific usage and charge the customer accordingly. Further,
customer acceptance was rather low; the advantages (e.g., free servicing,
easy trade‐in for upgrades, high‐end machines with hardly any upfront
costs)werenotmarketedadequately.(EllenMacarthurFounda on,2012)
A case study by the Ellen MacArthur
Founda on on how a washing machine can
become a service instead of a product made
possible by connec ng a network of
stakeholders including the machine user and
the manufacturer. Different models of using
the circular economy principles has made
many such businesses possible. (Ellen
MacarthurFounda on,2012)
(Ellen MacArthur Founda on, 2012)
(Ellen MacArthur Founda on, 2012)
51

53. create
an
aesthetic
design
define
needs
and
wants
communicate
through
design
excite
the
senses
define
communication
between
people and
objects
spread
awareness
through
design
use
visual
language
redefine
thoughts
and
processes
captivate
through
beauty
and
concept
create
memorable
icons, symbols
and brands
A
DESIGNER
CAN
A DESIGNER’S SPECIAL POWERS
As seen in the case studies, a good system design that connects all the
necessaryelementsandstakeholderscancreateanotablechange.Buthow
doesadesignerapproachsuchsystems?
Every designer can make a difference! The model
showsthespecialpowersthatisuniquetoadesigner
C Adithi Sarovar
THE CATERPILLAR
52

54. CONCEPT DESiGN
Designopportuni es,recognizedfromtheresearchoutcomes,furtherhadto
be developed into concepts. Throughout the research phase, ini al ideas for
a service design were evolving but with no solid frame work. These ideas had
tobemappedout,organizedandfurtherevaluatedtojudgeitsprosandcons.
Different methods were used to design a concept that incorporated most or
all of the recognized opportuni es. Brainstorming, mind mapping and design
trees were used for this. The concepts were evaluated based on cri cally
analyzing them against the key findings and comparing and contras ng them
with exis ng ini a ves. It is fundamental that the new service design could
not only a empt to solve the exis ng issues but to create a new and
innova veapproachtotherecognizedproblems.
53

55. METHODOLOGY
MIND BUBBLES ‐ FORMING CONCEPTS
Mind bubbles based on the research outcomes
that led to developing five main design
concepts.Thismethodwasusedtoini ateflow
ofthoughtsandtobringtheresearchoutcomes
to life. Links and pa erns were formed based
on the context of each mini bubble that further
led to five bigger bubbles which were later
developedasfiveindividualdesignconcepts.
C Adithi Sarovar
THE CHRYSALIS
54

56. 55

57. C Adithi Sarovar
THE CHRYSALIS
56

58. METHODOLOGY
SIX MINUTE STORM ‐ DEVELOPING CONCEPTS
An intensive brainstorming session with a six minute dead line. This
method was used to develop the five design concepts discovered through
the mind bubbles method. Here a basic framework was formed that
defined each design concept, based on the key findings and design
opportuni es. All research findings, linked with insights and pre‐formed
conceptswerebroughttolifehere.
57

59. C Adithi Sarovar
THE CHRYSALIS
58

60. OUTCOMES
DESIGN CONCEPTS
 An open pla orm for students to interact with each other about ideas
andconcepts,exchangethoughtsoninnova onandgivecri calreviews
foreachother'sconcepts.
 A connec ng portal that enables students to network with prac cing
designers, entrepreneurs, small business owners, etc. to share their
experiencesandgetfeedbacks.
 Also, a great place for investors to look out for young innova ve ideas
andtalent.
 A workshop ac vity, that emphasizes on the importance of
sustainabilityindesignwhilebuildinganenterprise.
 A learning ac vity that trains a student to think as an entrepreneur,
developingskillsrequiredtostartabusiness.
 A program, that enables students to interact and network with
industries, designers, business owners, etc. through fun and inspiring
ac vi es.
 A learning resource which enables students and teachers to update
their skills and knowledge about sustainability, and how to incorporate
thisintoabusinessmodel.
 A game that provides scenarios which require a student to update their
knowledge about sustainability and entrepreneurship in order to
completeataskandmovetothenextlevel.
 A fun and addic ve game that teaches you about star ng and running a
businessthroughavirtualpla orm.
a
b
c
INTERACTIVE WEB RESOURCE
CONNECTING STAKEHOLDERS
SCHOOL WORKSHOP EMPHASIZING
SUSTAINABILITY AND ENTREPRENEURSHIP
E - L E A R N I N G G A M E K I T
FOR STUDENTS AND TEACHERS
59

61.  Inter‐school open Innova on system involving student groups and
teachers.
 A system where a challenge or a task is completed by using the open
innova onmodel.
 One school interacts with other schools, universi es, colleges and
companiestoresolveasetchallenge.
 Students learn to incorporate design ideas and innova on developed by
in‐houseteamsandalsobyexternalsourcesinordertocompletetasks.
 A TV program focusing on the learning developments and growth of
youngstudententrepreneurs.
 Connec ng mul ple level stakeholders like schools, parents, investors,
designers, environmentalists, etc. in order to progress the
entrepreneurialpoten alinstudents.
 A show that promotes sustainability and the circular economy to the
public through the innova on of young minds and also spreads
awarenessontheimportanceofdesigninnova on.
d
e
I N T E R - S C H O O L
OPEN INNOVATION SYSTEM
T V R E A L I T Y S H O W
ON YOUNG ENTREPRENEURS
C Adithi Sarovar
THE CHRYSALIS
60

62. DESIGN TREE
To evaluate the five concepts, a tree of thought was created where the
strongest point of each concept was mapped out.
61

63. EVALUATION
These concepts were further evaluated for its quality and relevance to the
project requirements. Rewinding to the earlier SWOT analysis and the key
findings, eight ques ons were framed that talk about the main a ributes
required for a designed system. The five concepts were evaluated against
these ques ons on a scale of one to five, one being ‘ DEFINITELY YES’ and
fivebeing‘NOT AT ALL’.
C Adithi Sarovar
THE CHRYSALIS
62

64. EVALUATION
6363

65. dI N T E R - S C H O O L
OPEN INNOVATION SYSTEM
bSCHOOL WORKSHOP EMPHASIZING
SUSTAINABILITY AND ENTREPRENEURSHIP
FINAL DESIGN DIRECTION
A er evalua ng all the concepts against the ques ons, the
scores were tallied and the concepts with the lowest score
(concept b and d) were the ideas with the least no’s. That is,
concept b and d did not get ‘only a li le’ or ‘not at all’ for any of
the requirements. Based on this evalua on, and also based on
some pragma c considera ons, the final direc on for
designing a service was decided as a combina on of both the
concepts.
In addi on to this, the other concepts stood very strong on a
few points and these elements were also considered while
developingthefinalconcept.
+
AIM
‐ To create a new and exci ng opportunity for students aged 14
to16
‐ To challenge their skills of innova on and enterprise by
connec ngthemtomul plestakeholders
‐ To offer real life situa ons where the circular economy model
andsustainabilityconceptscanbeimplemented.
By connec ng
investors with
entrepreneurs
in schools
How?
C Adithi Sarovar
THE CHRYSALIS
64

66. DESiGN DEVELOPMENT
Developing the concept from the final selected concept involved conduc ng more focused research
on the stakeholders, looking at benchmarks for inspira on and learning about service design.
FOCUSED RESEARCH
KEY PLAYERS – STAKEHOLDER HIERARCHY
With the selec on of a final design direc on, further research had to be
conducted on the key stakeholders within the new design framework. The
key players are those who would be directly and indirectly involved in the
designed system i.e. those who would be directly or indirectly contribu ng
to the service or benefi ng from it. Based on the level of contribu on and
benefits, the stakeholders are defined into categories of Primary,
SecondaryandTer ary.
Focused research on the key players helped in evalua ng and defining
which category each player would fit into. The evalua on was based on
heuris cresearchofthreefocalcriteria:
1. Whotheservicewasintendedfor
2. Whoactsasadirectcontributortotheservice
3. Whoactasmediatorsorlinkstocompletetheservice
Also, the research aimed at looking at what level of incen ves or benefits
wouldbeexpectedbythestakeholdersateachlevelofinvolvement.
The primary stakeholders would be ge ng the maximum benefit from the
program. The secondary stakeholders would be ge ng benefits that are
directly propor onal to their contribu on and the ter ary stakeholders
would be at liberty to decide on the level of involvement based on the level
ofbenefitstheywouldget.
Primary Stakeholders
Secondary Stakeholders
Tertiary Stakeholders
maximum contribution + benifit
benefit contribution
benefitcontribution
65

67. C Adithi Sarovar
THE CHRYSALIS
66

68. BENCHMARKS
The popular TV show, Dragon’s Den was selected as a benchmark as it
involves excitement, real life scenarios and of course the main element ‐
EntrepreneursandInvestors. (Appendix1)
(CNET UK, 2009)
67

69. BENCHMARKS
An ini a ve that is very closely touching many points of this project and
hence a very important bench mark. Young Enterprise focuses on young
innova onwithbusiness.
“Young Enterprise is the United Kingdom's largest business and
enterprise educa on charity. Every year they help 225,000 young
people learn about business and the world of work in the classroom
under the guidance of a network of 5,000 volunteers from 3,500
companies.
Young Enterprise's mission statement is “to inspire and equip young
people to learn and succeed through enterprise.” It's guiding principle
istodothisthrough“learningbydoing””(YoungEnterprise,2013)
Strengths
Learningbydoing–prac calprojects
Interac onwithreallifescenarios
Programsfromprimarytoundergraduatelevel
Givesyoungpeopletheopportunitytorunabusiness
Involvedinbothclass‐roombasedprogramsandcompanyprograms
Variousprogramsfocusingondifferentaspectsfordifferentagegroups
Worksalongwiththena onalcurriculumsuppor ngitwhereverpossible
Weakness–basedondifferen a onwiththisproject
Noemphasisonsustainabilityinbusinessoraboutcirculareconomies
Doesnotinvolvetheteacherandtheparentintothedevelopmentprocess
Doesnotconnectstudenttorealclientsandinvestors
Does not focus on building a network of stakeholders who benefit from each
other
Young Enterprise Project Details
(The king's school, 2013)
C Adithi Sarovar
THE CHRYSALISTHE CHRYSALIS
68

70. ENTERPRISE IN ACTION. FOR AGES 11‐16
INSPIRE BUSINESS SKILLS WITH AN ENTERPRISE CHALLENGE
Compete against the clock to think up, design, plan, build and promote a
prototype product in this exci ng programme. Using the internet students
simulate the challenges they would face when running a real business.
Classroombased.(YoungEnterprise,2013)
PERSONAL ECONOMICS. FOR AGES 12‐16
DEVELOP MONEY MANAGEMENT EXPERTISE FOR LIFE
Learning to manage money can be really tough for teenagers. In this
programme students are challenged by means of an intriguing 'life map' to
consider the ups and downs they will face in handling their own financial
futures. They get a hands‐on introduc on to credit and debt, savings,
investmentsandbudge ng.Classroombased.(YoungEnterprise,2013)
QUICKSTART. FOR AGES 13‐16
RECEIVE A RAPID INTRODUCTION TO THE EXCITEMENT OF
ENTERPRISE
A fast paced business enterprise experience that sees students start a
business selling products or services to people locally. Quick Start supports
young people by building their confidence, skills, knowledge and resilience
inchallengingeconomic mes.Classroombased.(YoungEnterprise,2013)
PROJECT BUSINESS. FOR AGES 13‐16
LEARN WHAT IT'S LIKE TO RUN A SMALL BUSINESS
An eye opening experience for students as they take on the role of a small
business, sharing the real‐life experiences of a volunteer from a local
company. This six‐session programme is either presented over six weeks or
asanintenseone‐dayseminar.Classroombased.(YoungEnterprise,2013)
INDUSTRY MASTERCLASS. FOR AGES 13‐17
GET THE INSPIRATION, ENTHUSIASM AND VISION FOR AN INDUSTRY
CAREER
What does it take to succeed in one of Britain's dynamic industries? The
Young Enterprise Industry Masterclass gives students a powerful insight
intotheworkingsofapar culartypeofbusinessandthetheskillsyouneed
to build a career in it, what jobs are available and how to go about star ng
upabusinessinthatsector.Classroombased.(YoungEnterprise,2013)
COMPANY PROGRAMME. FOR AGES 15‐19
OUR FLAGSHIP ‐ THE ULTIMATE TEENAGE ENTERPRISE EXPERIENCE
In our flagship Company Programme students set up and run a real firm for
a year under the guidance of a business volunteer. They get prac cal
experienceofthejoysandpi allsofcrea ngatrulyfunc oningenterprise.
(Young Enterprise, 2012)
(Young Enterprise, 2013)
69

71. SERVICE DESIGN AND SYSTEMS THINKING
WhatisSystemsThinking?
“Systems thinking is a management discipline that concerns an
understanding of a system by examining the linkages and interac ons
between the components that comprise the en rety of that defined
system.”(Theins tuteofsystemicleadership,2012)
As previously seen in the case studies, the circular economy model is
structured around systems thinking, taking it a step forward by looking at
biological systems and technical systems in a service. For the purpose of
thisproject,awayofadop ngthecirculareconomymodelisbylookingat
the service design as a whole system connec ng students, schools,
businesses and other stakeholders. Understanding the links between
each individual stakeholder, and how the whole system fits into its
environment.
According to an ar cle published on basic principles of systems thinking
“Wholesystemsuccessrequiresaperformancemanagementsystemthat
is pitched above the level of individual systems and their func onal
leadership. Features may include group or team‐level goal‐se ng,
development, incen ves, communica on, reviews, rewards,
accountability. The aim is to focus on what binds individuals together and
what binds systems together rather than func onal silo performance.”
(Theins tuteofsystemicleadership,2012)
(Design of Services, 2009)
C Adithi Sarovar
THE CHRYSALIS
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72. OPEN INNOVATION
According to Henry William Chesbrough, ““Open innova on is the use of
purposiveinflowsandou lowsofknowledgetoaccelerateinternalinnova on,
and expand the markets for external use of innova on, respec vely. [This
paradigm] assumes that firms can and should use external ideas as well as
internal ideas, and internal and external paths to market, as they look to
advancetheirtechnology.”(OpenInnova on,2013)
OpenInnova onfitsintothesystemsthinkingandcirculareconomymodelasit
talks about benefi ng from external as well as internal ideas. In a circular
model,integra ngopeninnova onmeansthatmorethanonebusinesssystem
could profit from circular systems. The service being designed in this project
aims at looking at how stakeholders can benefit from not only the circular
economy model, but also grow through the incorpora on of open innova on
systemswithintheframeworkoftheservice.
(Open Sweden, 2012)
71

73. METHODOLOGY
NETWORKING
An important aspect of the project was to get the opinions of different
designers, educa onalists and other stakeholders. In order to achieve this,
the final direc on selected was discussed at networking events like the
igeniuscaféandthe‘designneedsyou’eventbytheDesignCouncil.
NetworkingEvent‐igeniusCafé
A community of social entrepreneurs around the world (over 200
countries) who are interested in social and environmental changes. The
networking event organized in central London was very insigh ul and
elicited the purpose of the project. Mee ng social entrepreneurs who have
been and are s ll working closely in the areas of sustainability and
educa on boosted the confidence of the final design direc on selected.
The valuable opinions of entrepreneurs and designers working in similar
areascouldfurtherbeusedwhiledevelopingthedesignconcept.
DesignNeedsYou‐bytheDesignCouncil
An event organized by the Design Council to exhibit the latest ini a ves by
organiza ons and businesses in the area of encouraging design educa on
in schools. The exhibi ng par cipants included some of the main
stakeholders for this project ‐ The Sorrell Founda on, Bri sh Design
Innova on, The Design Business Associa on, to name a few. Analyzing the
latest projects by these organiza ons aided in ge ng a clear ideas as to
what is needed to support this project. Few of the ini a ves promoted at
the event included a new web resource for young people interested in
informa on and advice about design ‐ ge ntodesign.org, Skype in the
Classroom ‐ a program that allows teachers to connect with each other,
studentsandguestspeakers.Italsoincludedcrea vecareervisitsaspartof
the Sorrell Founda on and an exhibit on standards and skills by the Design
BusinessAssocia on(DBA)andBri shDesignInnova on(BDI).
(Design Council, 2013)
(i‐genius, 2013)
C Adithi Sarovar
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74. METHODOLOGY
DESIGN MEDITATION
ALONE TIME INSIDE THE DESIGNER’S MIND
A method of rewinding back and mentally gathering, organizing and
analyzingallthathasbeendoneintheproject.Thisprocessaimedtoslowly
and carefully plan out the next steps for the project by reviewing all the
previous discoveries, insights and knowledge gained. The design
medita on session works well when done individually with the use of
simple wri ng tools (a pencil and a paper worked perfectly!) and some
quite mealoneinsidethedesigner’smind.
BE
CREATIVE
(Grainger, 2008) | (Ian Barnard, 2013)
73

75. DESIGN DETAIL
Progressing from the ini al research through to the more focused concept
development methods, a compacted and more detailed concept emerged.
Structures for the service concept proposal, the stakeholder involvements,
what differen ates this concept, and the brand iden ty of the concept was
nowdesignedandreadyforfeedbackandimprovements.
Conceptstructure–Structuralrouteop ons
Through many itera ve processes detailed in the previous chapter, the first
dra of the service concept had now been developed to the second stage.
At this stage the concept had two main working models of the frame work
(or the structure) for the program. This involved developing details as to
howtheservicewouldbebuiltandexecutedfromthebeginningtotheend.
Each model has been structured to have five main phases and all the
objec vesandelementsoftheprogramhavebeendesignedintoit.
ProgressionCollage
The systems model op ons were formed using a collage technique.
Different elements of the program that had to be incorporated and linked
as a whole where first individually decided on. These elements were then
laid out in order of occurrence. Different combina ons of incorpora ng
these elements into one system were tried out and two dra s of the model
were decided on. These models were further developed and a graphical
systemsmapwascreatedforthem.
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76. SYSTEM MAP 1
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77. The first model structure focuses on the investors and the teams, working
togetherfromphaseoneoftheprogramthroughtophasefive.
Phase1:
Threeinvestors,whoarespecialistsindifferentfields,areintroducedtothe
teams and their teachers. Each of them briefs the teams on their area of
specializa on in the form of a main challenge. For instance, if an investor is
interested in manufacturing mul ‐purpose or re‐usable packaging, they
maygiveabrieftotheteamstodevelopanewconceptforthis,alongwitha
business plan to fit the circular economy. All three teams are introduced to
the challenges set by the investor at the same point in phase one of the
program.
Phase2:
Keeping the main challenge in mind, the teams go through various
ac vi es focused on sustainability, circular economies, knowledge on
star ngandmanagingabusiness,andmanymorewiththeexpertguidance
of the secondary and the ter ary stakeholders. Each ac vity would have a
specific target to be achieved in a specified me frame, and would guide
the students to be able to get closer to taking on the main challenge. The
investors would at this phase be consulted on any specific informa on they
may want the teams to be focusing on and ac vi es could be altered
accordingly.Here,theteamsstarttodeveloptheirconceptsanddesignsfor
the main challenge. The investor will have regular updates from each team
as to how their concepts are developing. By the end of phase two, each
teamwouldhavebeenreformedaccordingtotheindividualinterestsofthe
studentstowardsapar cularinvestor'sbusinesschallenge.
Phase3:
In this phase, the teams take on the main challenge, applying all the
knowledge, skills and training they accumulated during phase two. The
teams are asked to carefully analyze their design concepts, review and
redesign the concepts and build a strategic business plan that can be
executedinreality.Theinvestorswillagainbeupdatedonthegrowthofthe
business plan and will lend their support at certain points during the
process. The final business strategy, complete with the new concept
design, management in a circular economy, marke ng, finance, legali es,
etc.willbepitchedtotherespec veinvestor.
Phase4:
Theteamandtheinvestorworktogetheratthispointtogetthebusinessup
and running. This is made possible by the funding from the investor, along
with the support of the secondary and ter ary stakeholders. At this stage
the students get to be the owners of the enterprise and put all their gained
knowledgeonrunningastart‐upintoprac ce.
Phase5:
Thisisthefollowupstageoftheprogramwherethegrowthofthestart‐ups
will be examined and tracked. The investors and other stakeholders who
are involved with the business plan will be able to view the development
poten al and play a role in increasing the growth of the venture. The
experience of the teams can be further used outside of the program by the
school, the investor or any of the other stakeholders by the consent of
individualstudents.
SYSTEM MODEL I
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78. SYSTEM MAP 2
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79. SYSTEM MODEL 2
The structure of model two focuses on the teams as the central element
with whom the remaining stakeholders are connected, including the
investors.
Phase1:
In the first phase, each of the three teams, along with the teachers, are
introduced to the program's aims and objec ves. Unlike model one, the
teams are not introduced to the investors in phase one. The students are
made aware of the structure of the program with the knowledge that they
willbesoonconnectedtoavarietyofstakeholdersthroughtheprogram.
Phase2:
The main objec ves of the program are met in this phase through targeted
ac vi es, training workshops, etc. on themes of sustainability, circular
economies, se ng up a business, etc. in the same way as described in
model 1. Here however, the investors will not be involved in the learning
process. The secondary stakeholders along with the teachers will play a
major role in the development of the young poten al at this stage, training
them with all the necessary elements to complete the program
successfully.
Phase3:
Atthebeginningofphasethree,thestudentswillbebriefedaboutthemain
challenge which will be previously set by a team that includes the school
and the investors. Unlike model one where there are three separate design
challenges to choose from, here the main challenge will be common for all
teams. The challenge will include the teams coming up with new design
concepts and formula ng a business plan around this concept, by applying
the previously gained knowledge in phase two (same as model one, but
without the investor support). Phase three ends with the teams finally
mee ng the investors and pitching their design concepts and business
planstothem.
Phase4:
The investors now analyze each team's business strategy and each investor
chooses to work with one team. The investors then works along with the
team of their choice to perfect the business strategy before pu ng the
businessplanintoac on(sameasmodelone)
Phase5:
This stage of the program remains the same as model one, where a follow
upisdoneontheprogressofthebusinesses.
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80. The
Student
Needs
‐Aneasyandfunwaytolearn
‐Aclearroutetothefuture
‐Aninterac veandengagingsystem
‐Strongerbondswithfriendsandfamily
‐Tobetreatedlikeanadult
‐Amul tudeoflearningcombinedtogether
‐Asystemthatreducestheriskoferrors
‐Avibrantandcoolwaytolearn
‐Anexperiencethatcarriesintothefuture
‐Aprojectthataddsvaluetoapor olio
CHARACTER PROFILES
Understanding The Needs of the Main Stakeholders
The
Investor
Needs
‐Newbusinessestoworkwith
‐Freshandyounginnova on
‐Increasedopportuni esleadingtoprofits
‐Togrowbusinessnetworks
‐Tobepartofthecirculareconomy
‐Toinvestincurrenttrendsinthemarket
‐Talentedindividualswithpoten al
‐Aclearunderstandingoffinances
‐Astrategicbusinessplantobackup
‐Atrustworthygrouptoworkwith
79

81. The
School
Needs
‐Studentswithexcellentpoten al
‐Teacherswithup‐to‐dateskills
‐Agoodnetworkofcontactstodevelop
‐Effec veteachingresources
‐Tobeabletogetapopularra ng
‐New and exci ng programs for the
students
‐Tobeabletomakeuseofin‐schooltalent
‐To be able to provide the best facili es to
all
‐An easy to implement system to
facilitatelearning
‐Togrowbiggerandbiggereveryyear
The
Teacher
Needs
‐Goodresourcestoconveyatopic
‐Supportfromtheschooltoteachbe er
‐Toconstantlyupgradeknowledge
‐To be able to support students with their
projects
‐To be able to build a las ng rela on with
students
‐Aneffec vecurriculumtofollow
‐Teachingtoolsforeffec velytaughtclasses
‐Contactsthatcanacceleratecareergrowth
Need
‐An opportunity to get involved with
promo ngtheirbusinessorcharity
‐Createawarenessaboutsustainability
‐Help the shi towards a circular
economy
‐Grow their networks to increase the
effec venessoftheirservices
‐Programs to volunteer in and help
studententrepreneurs
‐An opportunity to be part of a wide
network of businesses, organiza ons,
trusts, founda ons, schools and
chari es,allinvolvedinasocialcause
Other
Stakeholders
SH
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82. STAKEHOLDER RELATIONSHIPS
The maps show the connec ons between the primary, secondary and
ter arystakeholdersthroughthelengthoftheprogram.
Map one shows the rela onship between the student's team and the other
stakeholders and map two shows the same rela ons, but from the
investors point. A primary connec on is drawn where the interac on
between two stakeholders are more intensive and lasts throughout the
show. Secondary connec ons imply that the two stakeholders may or may
not be in constant interac on, and this interac on may or may not be
intensive, depending on the nature of the situa on. However, the maps
show that there is a connec on between all the different stakeholders as
each par cipa ng stakeholder benefits through another. For instance, as
the teachers will be an important part of the whole program, learning with
the students, they would benefits through connec ons with the secondary
stakeholders who can guide them to update their knowledge and skills in
design and technology and also provide opportuni es and support in the
area of design educa on. Similarly, each stakeholder would be involved in
the program keeping in mind benefits and incen ves that they can obtain
andalsocontribute.
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84. TASK ANALYSIS GRID
A task analysis grid is used to analyze scenarios and highlight the situa ons
thatneedspeciala en onandtofulfillcertainrequirements.
Howisitstructured?
Each column starts with a par cular task assigned followed by the scenario
in which it is completed. this brings up ‘what if’ ques ons to analyze the
situa on, finally leading to describing requirements to solve situa ons in
thescenario.
(Servicedesigntools,2009)
Scenario
For this task analysis, a basic classroom workshop situa on has been
analyzed. The ac vity is conducted by a guide. James, Jenny and Craig are
part of the workshop session where the objec ve it to conceptualize a
design solu on for sustainable furniture that can be used in the art room.
The learning and design process can be stressful and ineffec ve if all the
rightelementsarenotinplace
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86. MOTIVATION MATRIX
In a circular economy model, everyone benefits by associa on with one another.
The below table analyzes what mo vates the different stakeholders in the program
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