Writing a dissertation is often seen as a linear, academic process dominated by rigid structures, formal methodologies, and traditional approaches to research. However, integrating design thinking into the dissertation-writing process offers a more dynamic, user-centered, and problem-solving framework that can enhance both the structure and the content of academic work. Design thinking, with its roots in creative problem-solving and innovation, offers a fresh lens through which students can plan, organize, and present their dissertations in a more engaging and effective way. In this process, a studiebegeleider (academic supervisor or thesis coach) can play a crucial role by guiding the student to apply design thinking principles, helping them reframe their research questions, and encouraging a more flexible, iterative approach to writing.
Understanding Design Thinking
Design thinking is a human-centered, iterative approach to problem-solving that emphasizes empathy, ideation, prototyping, and testing. It was originally developed in the fields of design and engineering but has since been adopted across various disciplines including business, education, healthcare, and more recently, academic research. Its five key stages are:
- Empathize – Understand the needs and experiences of the end-user or audience.
- Define – Clearly articulate the problem or research question.
- Ideate – Generate a wide range of possible ideas or solutions.
- Prototype – Create simple, testable versions of ideas to explore them further.
- Test – Evaluate the effectiveness of those ideas and refine them.
These stages do not have to follow a strict sequence; rather, they encourage flexibility, iteration, and responsiveness to feedback—qualities that can significantly improve the dissertation writing experience.
Empathizing with the Reader
A key principle of design thinking is empathy. In the context of dissertation writing, this means considering the experience of your reader—typically your supervisor, committee, or external examiners. Rather than focusing solely on showcasing knowledge, students using a design thinking approach prioritize clarity, engagement, and accessibility. They ask questions such as:
- How will the reader interpret this chapter?
- Is the argument logically and clearly developed?
- Is the visual presentation (diagrams, tables, layout) aiding comprehension?
This empathy-driven mindset encourages writers to avoid jargon when unnecessary, explain concepts thoughtfully, and structure chapters in a way that aligns with the reader’s needs and expectations.
Defining the Research Problem with Precision
The define stage of design thinking aligns closely with the formulation of a dissertation’s research question or problem statement. This phase encourages writers to frame the problem clearly and meaningfully, grounded in both theoretical significance and real-world relevance. Instead of jumping into data collection or literature review, design thinking encourages students to spend time refining the question until it addresses a genuine need or gap.
Using tools like stakeholder mapping, journey mapping, or problem tree analysis, a student can explore the broader context of their research and hone in on the precise issue their dissertation will address. This results in a more focused, impactful, and coherent dissertation.
Ideation: Generating Structure and Content Ideas
Once the problem is clearly defined, design thinking encourages divergent thinking—generating a wide range of ideas before narrowing them down. In a dissertation context, this might involve brainstorming possible chapter structures, methodologies, or theoretical frameworks. Rather than defaulting to a conventional layout, students can explore alternative ways of organizing content that better suit their topic or audience.
For example, a design student might consider a visual storytelling approach, while a social science researcher might explore thematic structuring rather than chronological. By allowing room for creative exploration, design thinking helps writers find more innovative and effective ways to present their research.
Prototyping and Outlining the Dissertation
In the prototype phase, students begin to develop rough versions of their dissertation components—such as chapter outlines, sample paragraphs, or even visual representations of concepts. These “prototypes” are not final drafts but working models that can be shared with peers, supervisors, or writing groups for feedback.
Creating early, low-stakes versions of chapters allows students to test the structure, argument flow, and overall coherence before committing to a full draft. Tools like mind maps, concept diagrams, and annotated outlines help visualize the structure and ensure alignment between research questions, methodologies, and findings.
Testing and Iteration: Refining Structure and Content
Finally, the test phase involves actively seeking feedback and making revisions. Unlike traditional writing approaches that may leave revisions until the final stages, a design thinking approach emphasizes early and ongoing feedback. Students might test their introduction with a peer unfamiliar with the topic or present a chapter at a seminar to gauge clarity and impact.
This stage encourages an iterative mindset—seeing writing as a process of constant improvement rather than a one-time effort. It reduces perfectionism, increases confidence, and results in a dissertation that has been shaped and refined through real interaction and response.
Conclusion
Incorporating design thinking into dissertation writing offers a refreshing departure from overly rigid academic norms. By emphasizing empathy, clarity, creativity, and iteration, this approach helps students create dissertations that are not only academically rigorous but also thoughtfully structured and reader-friendly. It aligns well with today’s interdisciplinary, problem-solving research environments and empowers students to take ownership of their process in a more meaningful way.