DMGT Final Project of Eddie Zhang

Revolution of Knowledge-sharing innovation

Using Design Thinking Methods to Cocreate Individual-driven Innovation

M.A. Final Project | Process Book | SCAD DMGT 748 | Xuan Zhang

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ABSTRACT This project applied design management methods and principles to generate a strategic approach meant to engage aspiring innovators to co-create in a knowledge-sharing innovation environment.

A lack of innovation knowledge and a shortage of opportunities to collaborate with designers and manufacturers is a paramount challenge for aspiring innovators in knowledge-sharing innovation communities. Furthermore, most aspiring innovators may not realize that they have great ideas worthy of implementation. The Revolution of Knowledge-sharing Innovation: Using Design Thinking Methods to Co-create Individual-driven Innovation is meant to help aspiring innovators learn design thinking in order to develop, protect and implement their innovative ideas within knowledge-sharing environments.

Research processing and synthesizing, prototype development and testing were conducted during a ten-week period.

The proposal showcases every step of the process and the final approach to market. In the research phase, rich insights were provided through surveys and interviews with four subject groups: aspiring innovators, designers, professional innovators and manufacturers. Their insights were synthesized with background data about knowledge-sharing innovation, the current state of collaboration and design-thinking methods, and the practitioners’ opinions and needs around co-creation in knowledge-sharing innovation communities. Using these synthesized insights—centred on growth, reliability, passion, collaboration, credit and design thinking – concepts were developed to overcome the challenges faced by aspiring innovators. After evaluation and testing with subjects, the final approach—SHUKNI—was developed with target audiences and an analysis of the market analysis and emerging trends. The model was validated using design criteria and prototype testing. The process resulted in a meaningful product and business opportunity that will help innovators contribute their valuable ideas in knowledge-sharing innovation societies.

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Revolution of Knowledge-sharing innovation: Using Design Thinking Methods to Cocreate Individual-driven Innovation Xuan Zhang

Design Management Definition

Design Management

Design management is the efficient use of design strategy, business management, and enhanced collaboration to create opportunities for innovation.

Design managers seek to combine design, innovation, management, and customers to produce benefits across the triple bottom line (i.e., the economic, social, and environmental factors that improve design effectiveness).

Final Project submitted to the faculty of the Design Management Department at the Savannah College of Art and Design on March 15, 2016 in partial fulfillment of the requirements for the degree of Master of Arts in Design Management.

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DEDICATION This work is dedicated to my friends, companions, editor, advisors, family, awesome life partner—Zihan Xiao, and our Father in Heaven.

Thank you for constantly loving, supporting, and encouraging me throughout this long journey. Thank you for giving me this opportunity and the space to do what I want to do. Thank you also for all the advice you gave me to make this project a reality. And to God, thank you for being with me and encouraging me with your words.

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ACKNOWLEDGMENT It is my great pleasure to acknowledge and thank those who have helped me to complete this project.

To my professors, Bruce Claxton, Tom Hardy, Bill Lee and Regina Rowland: Thank you for your dedication and perseverance in providing advice and guiding me, and thank you for being interested in my project. You gave me the strength and confidence to complete this work. Particular thanks to Regina Rowland, PhD, not only for helping me with the project, but also leading my growth to become a better design manager. You have shaped my mind with better logic and given me the confidence to create a better future.

To my classmates: Thank you for your support and encouragement, and for providing me with different perspectives to my project and pushing me to explore the potential of knowledge-sharing innovation.

Particularly thanks to Jonas Xu, Jose Paez, Yiran Wang, and Xiaodong Yang for your constructive reviews of my final project. It has been a learning experience watching your projects develop and discussing them together.

To all participants of this project: Thank you for being interested in my project and providing me with research data, information, opinions, suggestions and, most of all, your precious time. This project would not have been possible without you.

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TABLE OF CONTENTS PROJECT FRAMING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8-15

RESEARCH ACTIVITIES & SYNTHESIS . . . . . . . . . . .. . . . 32-59

Subject of Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Research Space . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Problem Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Research Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Target Audience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Research Questions Matrix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Purpose of Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Consent Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Scope of Porject . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Research Protocols . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Significance of Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Interview and Survey Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Research Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42 Data Processing and Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Data Maps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

PROJECT POSITIONING . . . . . . . . . . . . . . . . . . .16-31 Opportunity Statement . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Positioning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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ZAG Steps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Value Proposition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Onliness Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Research Insights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Research Findings at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

DESIGN OPPORTUNITIES & CRITERIA . . . . . . . . . . . . . . . 60-67 Opportunities for Design Matrix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 .

Opportunities for Design Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Design Criteria for Prototype . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 .

Reframing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 .

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PROTOTYPE DEVELOPMENT & TESTING . . . . . . . . . . . 68-91 Prototype Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Exploration of Diverse Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Concept Testing with Target Audience . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 Concept Testing Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88

REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 APPENDICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144 LIST OF TABLES & FIGURES . . . . . . . . . . . . . . . . . 154

Validation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

FINAL DESIGN TO MARKET . . . . . . . . . . . . . . . . . . . . . 92-133 Final Prototype . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 Business Model Canvas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 Implementation Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132

CONCLUSION & RECOMMENDATIONS . . . . . . . . . . . 134-139 Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136 Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138

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PROJECT FRAMING

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PROJECT FRAMING

Subject of Study The research investigated how aspiring innovators, designers, professional innovators and manufacturers can use design thinking methods to enhance collaboration among knowledge-sharing innovation communities and invite these groups to share knowledge, skills, and ideas for innovation purposes.

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Problem Statement As globalization has expanded, so has the demand for knowledge sharing both within and among companies (Zakaria, Amelinckx, & Wilemon, 2004). Sharing knowledge enhances the innovative capabilities of companies (Yesil, 2013) and as a result, more companies have begun to collaborate to open the doors of innovation and co-create. Knowledgesharing innovation communities were formed by companies that were interested in expanding their internal collaborations by also including external contributors. With the development of global and cross-industry business, educational institutions and other not-for-profit organizations began to be involved in knowledge-sharing innovation communities via online and offline collaborative platforms. In many industries, individuals are also showing interest in sharing their needs and feedback with companies to help improve or develop products (Hippel, 2006).

Companies seeking opportunities to cocreate and innovate have sought technologies and knowledge from others, but most current collaborative activities between businesses are relatively closed and offer little engagement with consumers (Lichtenthaler, 2011). Therefore, aspiring innovators with innovative ideas have few opportunities to contribute to knowledge-sharing innovation communities. In addition, many aspiring innovators lack the knowledge and skills they need to innovate, since they have no experience in the innovation process.

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Target Audience The target audience was aspiring innovators who have innovative ideas, but lack the resources to develop their thoughts. They can be individuals from any field—chefs, photographers, police officers, designers, innovators, etc.

Purpose of Study The project goal was to explore current collaboration practices within knowledge-sharing innovation communities and to find opportunities to develop a new, more strategic approach that enables aspiring innovators to contribute their valuable ideas to knowledge-sharing innovation communities.

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PROJECT FRAMING

Scope of Study Context This project examined the challenges faced by aspiring innovators in knowledge-sharing innovation communities. These challenges include a shortage of access to the communities, few opportunities to contribute their ideas, and their frequent lack of experience, knowledge, skills and resources needed for innovation.

Content The content of the project included the development of a research and design process, business development and strategy, prototyping and testing.

Location The project location was Savannah, Georgia. Some subjects were interviewed in their offices, coffee shops, and restaurants. The others were interviewed through emails and phone calls.

Timeline The project began on September 14, 2016 with secondary research that continued through January 5, 2016. The primary research and project development began on January 6, 2016 and ran until March 15, 2016.

Subjects

Delimitations

The subjects were aspiring innovators and manufacturers that collaborate with others in knowledge-sharing innovation communities for innovation purposes.

The study excluded agencies that offer knowledge-sharing practices, knowledge-sharing products, and their agents, and other practices that provide companies with access to aspiring innovators’ ideas for creating value but include no direct collaboration with the idea providers.

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PROJECT FRAMING

Significance of Study Aspiring innovators who used design management methods in knowledgesharing innovation communities created positive effects by implementing their innovative ideas. Furthermore, the study provided opportunities for aspiring innovators to contribute to society. This study suggests that it is possible to invite more aspiring innovators to knowledge-sharing innovation communities.

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For Design Management The study offered an opportunity to apply the principles and spirit of design management in relatively new knowledge-sharing innovation communities. The application of design management methods also provided aspiring innovators with new capabilities for value creation. In effect, these aspiring innovators would become vehicles for the diffusion of design management.

For Design Manager During this project, the researcher had the opportunity to practice and deepen his knowledge of design thinking methods. Consequently, his professional design management skillset became more consolidated.

For Big Picture The project goal was to help aspiring innovators to implement their creative ideas in knowledge-sharing innovation communities. In the near future, it is expected that more life-enhancing societal changes will be led by aspiring innovators.

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PROJECT POSITIONING

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Opportunity Statement An opportunity existed to study current collaboration methods in knowledge-sharing innovation communities. The study results proposed ways to educate aspiring innovators about design thinking methods in order to enhance these communities.

Project Positioning Overview In the analysis the collaborators were reviewed a range of knowledgesharing practices at the local and global level. These practices, of varying size, provided methods for individuals to share knowledge, skills, and ideas. Some practices were online websites dedicated to attracting individuals to expose their skills and portfolios. These websites help people to build professional social networks by promoting themselves and connecting with others. Other collaborators were organizations focused on fostering innovation communities to incorporate comprehensive information and knowledge into meaningful projects.

Reviews of these collaborators—including websites, companies and organizations—evaluated strengths and weaknesses, opportunities and threats.

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Collaborator Analysis

PROJECT POSITIONING

Wikimedia Foundation

LinkedIn

The Wikimedia Foundation is an American non-profit charitable organization. It is mostly known for hosting Wikipedia, a freeaccess, free-content Internet encyclopedia. The goal of the Wikimedia Foundation is to develop and maintain open content, wiki-based projects and to provide the full contents of the projects to the public for free.

LinkedIn is a business-oriented social networking company. Its main purpose is to provide a platform for professional networking.

It also allows users to update information, ideas and profiles to promote themselves (https://www.linkedin.com/).

Table 1 SWOT Analysis of Wikimedia Foundation

Table 2 SWOT Analysis of LinkedIn

Strengths · Relatively reliable knowledge and information resources · Wide-range of information · Professional groups maintain the information on company sites · Free of charge · Online · Easy to access · Abundant information resources · Worldwide and multi-language

Opportunities · Associate with academic organizations to enhance the reliability of resources provided by Wikimedia Foundation · Open comment function for readers to interact with articles · Involve more readers in wiki-driven projects · Develop skill-based knowledge-sharing sections

Weaknesses · Mainly based on non-academic resources · One-way knowledge sharing (Wikimedia Foundation driven) · Less interaction with readers · Relatively “closed” collaboration (only within Wikimedia Foundation)

Strengths · · · · · · · · · ·

Threats · Competitors · Possibility of late updates

Easy to access Credible Connects users with other professionals Popular in professional networks Allows uses to join groups Detailed profiles by work history, skills, and activities Useful for promotion Revenue model: different subscriptions Mobile app E-mail notifications

Weaknesses · · · · ·

Opportunities · · · · · ·

Make yourself known Global growth Communication opportunities Premium up-sells Social Connections or Tie-ins Different languages

Information might look messy Opportunity to connect directly Profile regulations Lower user engagement No control on email spam

Threats · · · · ·

Government privacy regulations New networking competition Business concerns E-mail filters Inappropriate messages

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PROJECT POSITIONING

Collaborator Analysis

Behance

Catchafire

Behance is an internet-based networking services company that provides users with an online platform to share their work and portfolios to gain exposure through professional networking. It also provides educational opportunities for students (https://www. behance.net/).

Catchafire is a New York-based for-profit organization that makes skill-based connections between professional volunteers and nonprofit organizations. Catchafire’s main purpose is to foster a local skill- sharing community (https://www.catchafire.org/).

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Table 4 SWOT Analysis of Catchafire

SWOT Analysis of Behance

Strengths

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Weaknesses

Strengths

Weaknesses

· The leading online platform to showcase & discover creative work · Free self-promotion site · Includes consulting and portfolio sites · LinkedIn, Adweek, and several universities use it · Well known by the design/advertising industry · Intuitive and user-friendly platform · Provides efficiency to creative professionals · Removes barriers · Companies can explore work and access talent on a global scale · Compatible App for iPhone and Android

· Main site available only in English language · Limited communication amongst the community · Platform is limited to creative careers only

· Makes connections using a matching system similar to dating networks · Matching is based on skills, interest, and time availability · Users are excited to learn and develop skills that they did not anticipate using · Highly effective matching system saves organizations time, money and resources · Interviews allow both parties to make sure the match is a good fit · Is a non-traditional volunteer service · Users can meet people with similar passions

· Lack of an app platform limits digital accessibility to network and matches · Only one physical location: New York City · Organizations are charged (even though it’s less than 5% of the amount they would normally pay for a volunteer’s professional services)

Opportunities

Threats

Opportunities

Threats

· Becoming a recruiting/job search engine similar to LinkedIn, but with its own database · Is expanding into other portfolios and showcasing other careers, not only creative careers · Adapting to other languages · Providing an easier way to connect with friends

· Networks that showcase more written material · Upcoming networks that connect designers and employers

· Enables more social entrepreneurship among freelancers and non-profit organizations · Volunteer or pro-bono experience, expands networks · Give volunteers experience with organizations, individuals, and communities that can potentially grow into long-term partnerships · Individuals create value with organizations and co-deliver meaningful solutions · Positive social impact on local, national, and international communities

· Deters nonprofit organizations who can not, or choose not to budget for financial investment in Catchafire’s volunteer-matching service · The matching system could be considered frivolous or inaccurate · Lack of an app platform puts Catchafire behind other social networks that have a more developed digital presence

Collaborator Analysis ResearchGate

Universities

ResearchGate is an online knowledge-sharing platform that allows scientists and researchers to share papers, ask and answer questions, and find collaborators. The main purpose of this site is to help its members to accumulate social contacts with a science and technology background. (https://www.researchgate.net/).

Universities are institutes or higher educational organizations that provide high-level education in various subjects. The knowledge and information provided by universities is academically certified and fairly reliable. They also provide spaces and opportunities for students to exchange knowledge with others and accumulate social networks.

Table 5 SWOT Analysis of ResearchGate

Table 6 SWOT Analysis of Universities

Strengths · · · · · · · ·

Free to join Publication-sharing Good for seeking new collaborators Provides statistics and metrics on use of uploaded publications Enables users to ask questions of researchers around the world with the same interests Job-seeking and recruitment Professional and reliable information and knowledge Links to similar social media websites

Opportunities · Develops different level sections for publications · Add policy features to help publishers upload papers · Instructions or tips to help members get more exposure in ResearchGate

Weaknesses · Many users of this website are inactive or rarely maintain and update · Low variety among members; most are postgraduates · Unwanted email spamming · Many of the publications available through ResearchGate are uploaded illegally, in violation of the publisher’s open-access policy · Sometimes requires members to upload a copy of a paper to a third party to pass the compliance- with-funder policy

Threats · Illegal publishing · Inactive accounts cause low motivation among users to publish papers · Lack of an instant person-to-person communication channel among publishers

Strengths · · · · · · · · · · ·

Great access to reliable academic resources Real-time and face-to-face communication Instant feedback Systemic study Degrees for knowledge and skills Huge platform for social networking Diverse fields of knowledge Opportunities to collaborate Educational practices Financial aid Offers a long period of knowledge accumulation · Integrated, credible system

Opportunities · Introduce more practical projects into undergraduate programs · Develop virtual communities that allow students from all fields to participate projects they are interested in · Collaborate with more firms · Raise financial aid for students from partnering firms · Increase collaboration between in-program students and alumni

Weaknesses · Expensive tuition fees (although there is financial aid) · Inflexible schedules, especially for full-time students · Access to some university resources require permission · Long-term process · Social networks might be relatively closed in specific fields, depending on the field of study · Collaboration issues may stem from the personalities of certain students · Lack of project depth, especially in undergraduate programs

Threats · Strict verification processes for updating knowledge · Less freedom · Research outcomes may be stolen by others

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Collaborator Analysis ResearchGate

Universities

ResearchGate is an online knowledge-sharing platform that allows scientists and researchers to share papers, ask and answer questions, and find collaborators. The main purpose of this site is to help its members to accumulate social contacts with a science and technology background. (https://www.researchgate.net/).

Universities are institutes or higher educational organizations that provide high-level education in various subjects. The knowledge and information provided by universities is academically certified and fairly reliable. They also provide spaces and opportunities for students to exchange knowledge with others and accumulate social networks.

Table 5 SWOT Analysis of ResearchGate

Table 6 SWOT Analysis of Universities

Strengths · · · · · · · ·

Free to join Publication-sharing Good for seeking new collaborators Provides statistics and metrics on use of uploaded publications Enables users to ask questions of researchers around the world with the same interests Job-seeking and recruitment Professional and reliable information and knowledge Links to similar social media websites

Opportunities · Develops different level sections for publications · Add policy features to help publishers upload papers · Instructions or tips to help members get more exposure in ResearchGate

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Weaknesses · Many users of this website are inactive or rarely maintain and update · Low variety among members; most are postgraduates · Unwanted email spamming · Many of the publications available through ResearchGate are uploaded illegally, in violation of the publisher’s open-access policy · Sometimes requires members to upload a copy of a paper to a third party to pass the compliance- with-funder policy

Threats · Illegal publishing · Inactive accounts cause low motivation among users to publish papers · Lack of an instant person-to-person communication channel among publishers

Strengths · · · · · · · · · · ·

Great access to reliable academic resources Real-time and face-to-face communication Instant feedback Systemic study Degrees for knowledge and skills Huge platform for social networking Diverse fields of knowledge Opportunities to collaborate Educational practices Financial aid Offers a long period of knowledge accumulation · Integrated, credible system

Opportunities · Introduce more practical projects into undergraduate programs · Develop virtual communities that allow students from all fields to participate projects they are interested in · Collaborate with more firms · Raise financial aid for students from partnering firms · Increase collaboration between in-program students and alumni

Weaknesses · Expensive tuition fees (although there is financial aid) · Inflexible schedules, especially for full-time students · Access to some university resources require permission · Long-term process · Social networks might be relatively closed in specific fields, depending on the field of study · Collaboration issues may stem from the personalities of certain students · Lack of project depth, especially in undergraduate programs

Threats · Strict verification processes for updating knowledge · Less freedom · Research outcomes may be stolen by others

Collaborator Analysis

PROJECT POSITIONING

Fog Creek Software

Quora

Fog Creek Software is a software company specializing in virtual collaboration and project management tools. Its main purpose is to help teams enhance collaboration and management during projects for better outcomes (https://www.fogcreek.com/).

Quora is a website-based knowledge-sharing community where questions are created, answered, edited and organized by its user community. The range of questions asked by users in Quora is very wide (https://www.fogcreek.com).

Table 7 SWOT Analysis of Fog Creek Software

Table 8 SWOT Analysis of Quora

Strengths · Great virtual collaboration on Fog Creek Software products · Online channels for users to collaborate and manage projects · Easy accessibility · Simple and clear navigation in Fog Creek Software · Free for individual users · Premier memberships for revenue · Great security for premier memberships · Multiple products/practices satisfy different user needs

Opportunities · Provide access for individuals to share new information and ideas · Protect users’ credit for ideas · Provide more online collaborative projects for users to practice · Advertise the products to educational organizations to increase memberships

Weaknesses · Group only, and less exposure for individual users · Few users on current platforms · Low exposure of Fog Creek Software products · Security issues for free memberships · Many inactive accounts · Less engagement for individual users

Threats · Many competitors · Security issues and low engagement would cause more member losses · Limited revenue methods

Strengths · Wide range and large number of active members · Free for all members · Some members are very well-educated · Members are allowed to ask any questions · Askers usually get a lot of answers · Great for beginners to gain knowledge from others · Online space for members to interact · The session categories are clear · Users can search answers via Google

Opportunities · Add real-time chat for members to communicate · Provide tools for members, especially answerers, to organize their thoughts · Provide credit to members when other users reference their answers · Give more exposure to answerers who have great knowledge and credibility · Provide opportunities for collaboration between members and firms

Weaknesses · · · ·

Many answers are unreliable Too much information for users to search Sometimes answers are for advertising purposes No protection for the knowledge and ideas shared by members · Requires askers to compare a lot of answers · Lack of instant communication tools

Threats · Uncertain reliability of answers · Companies could take ideas and knowledge without notifying the ideas’ owners · Possibility of waiting a long time for answers

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PROJECT POSITIONING

Collaborator Analysis

The Creative Coast

Kickstarter

The Creative Coast is a Savannah-based non-profit organization dedicated to nurturing creative or innovative community members and to cultivating a great environment where they can thrive in their careers (https://www.thecreativecoast.org/).

Kickstarter is an American public-benefit corporation based in Brooklyn, New York, which has built a global crowd-funding platform focused on creativity. The company’s stated mission is to help bring creative projects to life (https://www.kickstarter.com).

Table 9 SWOT Analysis of the Creative Coast

Table 10 SWOT Analysis of Kickstarter

Strengths · Local community · Has physical space for face-to-face communication among members · Financial support for members · Located near the Savannah College of Art and Design, which means there is a good creative and innovative environment close to The Creative Coast · Provide local partners for members · Many local artists and innovators are members of the community · Helps members to build their reputation and a social network

Opportunities · Attract more global partners who can supports members · Extend the market to a global scale · Increase collaboration with colleges and universities outside Savannah · Invite successful members to share their experience and knowledge with new members

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Weaknesses · · · ·

Location limitation, only in Savannah Small nukber of members Less online communication and collaboration Fewer partners (compared to a global knowledge-sharing community) · The standards for applying for support are very high

Threats · Geographic limitations · Financial limitations · Human resources limitations

Strengths · · · · · ·

Incubate valuable ideas Global site Projects from diverse fields Well-known in existing innovation communities A lot of great projects Vast number of members who are willing to contribute money to worthy projects · Most projects are Integrated and ready to access the market · Provides good examples that can inspire others · Accessible to other social platforms

Opportunities · Create communication channels for users to give advice and feedback · Provide an instant chat feature for members · Allow members to upload undeveloped projects and create collaborative opportunities · Provide opportunities for members to merge projects if they share common interests · Allow firms to post their needs in order to initiate projects

Weaknesses · · · ·

Fewer communication channels One-way communication May include unfeasible projects Companies many take members’ ideas without giving them credit · No collaboration among projects

Threats · Idea security issue · Many competitors

2x2 Axis Collaborator Comparison Diagrams

Innovation drivers by Information range level

Individual-Driven

4

5

8

Catchafire

Innovation Driver

Quora

10 Kickstarter

Opportunitiy Area

3 Low

ResearchGate

6 Universities

Behance

9

High

The Creative Coast

Data collected from secondary research demonstrated the four elements most valued by people in the knowledgesharing innovation society: innovation driver, information range, purpose and information reliability. The researcher utilized 2x2 axis diagram to analysis the market position of SHUKNI and explored opportunities for collaboration with parties already in the knowledge-sharing innovation society.

Ten platforms and organizations were positioned on the 2x2 axis with innovation drivers and information range level. In the 2x2, there is an opportunity area locates individual-driven and wide range information. The identified platforms and organizations have been in the knowledge-sharing innovation society for a long period. There is a possibility exists which to collaborate with them to cocreate individual-driven innovation within a wide-ranged industry fields.

2 Collaborators:

LinkedIn

7

1

Fog Creek Software

Wikimedia Foundation Company-Driven Information Range Level Online Platforms

Non-profit Organizations

Figure 1. 2x2 axis of innovation drivers and innovation range. Identifies collaborators supporting innovations in knowledge-sharing communities.

Author's image.

For-profit Organizations

1. Wikimedia Foundation 2. LinkedIn 3. Behance 4. Catchafire 5. ResearchGate 6. Universities 7. Fog Creek Software 8. Quora 9. The Creative Coast 10. Kickstarter

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PROJECT POSITIONING

Collaborator Analysis

Purpose by Information Reliability

High

6

Collaborators 1. Wikimedia Foundation 2. LinkedIn 3. Behance 4. Catchafire 5. ResearchGate 6. Universities 7. Fog Creek Software 8. Quora 9. The Creative Coast 10. Kickstarter

5

Universities

Information Reliability Level

High reliability of information is one of significant concern. The current collaborators have located the various levels of information reliability for different purposes. There is an opportunity exists to create an approach to unite all these parties in the knowledge-sharing innovation to achieve highly reliable information for aspiring innovators to research and learn about their valuable ideas.

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Opportunitiy Area

The Creative Coast

Kickstarter

2 LinkedIn

Collaboration

Promotion

1

7

Wikimedia Foundation

8

Fog Creek Software

4

Quora

3 Behance

Catchafire

Low Purpose Online Platforms

Non-profit Organizations

Figure 2. 2x2 axis of purpose by information reliability. Identifies collaborators supporting innovations in knowledge-sharing communities.

Author's image.

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10

ResearchGate

For-profit Organizations

Zag Steps

1

Who are you?

SHUKNI is a strategic approach for applying design thinking methods to enhance collaboration in knowledge-sharing innovation communities.

2

What do you do?

SHUKNI provides a toolkit for educating and introducing individuals to knowledge-sharing innovation communities.

These individuals may have ideas that have great potential for innovation but lack the practice of design thinking.

3

What is your vision?

The vision of SHUKNI is to empower aspiring innovators to engage with the growing knowledge-sharing society.

4

What wave are you riding?

With globalization and the rapid development of technology, sharing knowledge and information become even more important, common and faster. Due to the increasing complexity humanity is facing in its global challenges, the need for collaboration across multiple disciplines over long distances is another current phenomenon. These trends require people—more than ever—to acquire new knowledge, hone new skills and cocreate new solutions to address global challenges. Therefore, many people contribute to this opportunity space and are interested in effective methods and tools to make their contributions possible.

6

What makes you the “only”?

SHUKNI is the only design thinking strategic approach for aspiring innovators to engage with professionals in the knowledge-sharing world. With this toolkit, these innovators become more aware of their opportunities for contribution.

7

What should you add or subtract?

SHUKNI will continue to develop and offer the best design thinking methods and tools that bring new capacities to knowledge-sharing innovation communities.

5

Who shares the Brandscape?

Other creative professionals and entrepreneurs who have innovation methods, processes and tools share the Brandscape with SHUKNI. .

8

Who loves you?

SHUKNI is loved by individuals who are excited to play in the innovation space and share their passion. Companies that are interested in increasing collaboration between their internal staff and external aspiring innovators.

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Zag Steps

9

Who is the enemy?

Companies and individuals who are afraid to share their ideas and markets with their competitors will not be interested in collaborating with SHUKNI.

10

What do they call you?

SHUKNI is the best strategic design thinking approach and toolkit for knowledge-sharing innovation communities.

11

How do you explain yourself?

We empower aspiring innovators to collaborate with professional knowledge-sharing communities with our strategic design thinking approach and toolkit.

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12

How do you spread the word?

We spread the word by pitching our strategic design thinking approach and toolkit to knowledge-sharing communities and platforms, and educational institutions.

13

How do people engage with you?

Aspiring innovators and knowledge sharing innovation communities can purchase SHUKNI toolkit through online retailers and community partners.

14

15

How do you earn their loyalty?

SHUKNI offers a reliable product yielding consistent results and continues to develop new products that bring value to knowledge-sharing innovation communities. SHUKNI gains loyalty by constantly seeking, listening and responding to feedback from its clientele.

16

How do you extend your success?

By operating as a learning organization, SHUKNI stakeholders constantly develop themselves and SHUKNI products, and therefore maintains its leading position on the cutting edge of innovation strategy development.

What do they experience?

While practicing design thinking methods and applying SHUKNI toolkit, professional and aspiring innovators can easily engage with each other to transform their ideas into successful innovations and showcase them in open platforms.

17

How do you protect your portfolio?

There is no need to protect our portfolio because it is constantly evolving.

Value Proposition

Shukni is

PROJECT POSITIONING

for knowledge-sharing innovation communities that

need to open up their currently closed collaboration approaches between companies to aspiring innovators in order to incorporate their valuable ideas.

Our strategic approach integrates the learning

and implementation of design thinking methods during collaboration.

We do this by introducing a design thinking toolkit for individually driven innovation to support effective communication and mutual understanding, to clarify opportunities and to integrate resources.

Unlike other current practices that primarily provide support for firm-dominated innovation collaboration, Shukni not only enhances the knowledge-sharing-collaboration among firms, but also aims to educate and prepare aspiring innovators from various backgrounds and professions to realize their innovative ideas within knowledge-sharing innovation communities.

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PROJECT POSITIONING

Onliness Statement

What: The only strategic approach How: that creates and provides a new toolkit for educating and introducing individuals who have potential ideas (but from non-design-backgrounds) into knowledge-sharing innovation communities

Who: aspiring innovators and the knowledge-sharing innovation community

Where: all over the world Why: to raise individuals’ consciousness and opportunities to innovate in knowledge-sharing innovation communities and enhance collaboration within and among these communities

When: in the near future, when firms and individuals need to collaborate more with each other to foster greater innovation

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31

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RESEARCH ACTIVITIES & SYNTHESIS

33

RESEARCH ACTIVITIES & SYNTHESIS

Research Space Hippel (2006) Liebowitz (2002) Kosonen, Gan, Vanhala & Blomqvist (2014) Monticolo, Morel, Boly & lahoud (2012) Podmetina, Volchek, Dabrowska & Fiegenbaum (2013)

Blomqvist (2014) Hippel (2006) Kosonen, Gan, Vanhala & Blomqvist (2014) Liebowitz (2002)

Collaboration Support

Transformational change from aspiring innovators to professional innovators

Aspiring Innovators

Chu, Ritter & Hawamdeh (2009) Gould (2012) Jantunen, Puumalainen & Hurmelinna-Laukkanen (2008) Vanhaverbeke (2013) Yesil, Büyükbese & Koska (2013) Zakaria, Amelinckx & Wilemon (2004)

Market Professional Innovators

Manufacture

Companies Designers

Individuals Heizmann (2015) Kuo & Young (2008) Simons, Gupta, & Buchanan (2011) Yesil, Büyükbese & Koska (2013)

Design Thinking Methods

Knowledge-sharing Innovation communities Patent Office

Figure 4. Research space with references. Auther's image.

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R&D

Chirumalla (2013) Chesbrough, Kim & Agogino (2014) Gould (2012) Gwin (2004) Jantunen, Puumalainen & Hurmelinna-Laukkanen (2008) Lichtenthaler (2011) Yesil, Büyükbese & Koska (2013) Zakaria, Amelinckx & Wilemon (2004)

Research Methodology

The methodology for this research was a basic interpretive qunlitative case study.

The study focused on two subject groups: aspiring innovators who can be any individuals with valuable ideas and companies that were participating in knowledge-sharing innovation communities and seeking opportunities. There were three sub-categories of aspiring innovators: beginners, intermediates, and experts. The method facilitated to understand the subjects’ opinions about design thinking, successes, challenges, opportunities, and current collaboration in knowledge-sharing innovation communities.

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Umbrella Research Question

How might design thinking methods be used to enhance

collaboration in knowledge sharing innovation communities in order to attract more aspiring innovators?

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Research Question Matrix

RESEARCH ACTIVITIES & SYNTHESIS

Umbrella Question: How might design thinking methods be used to enhance collaboration in knowledge sharing innovation communities in order to attract more aspiring innovators?

Sub Research Questions: What are knowledge-sharing innovation communities? · What is the history of knowledge-sharing innovation communities? · Who is involved in these communities? · What do they do in these communities? · Why are they involved in knowledge-sharing innovation communities? · How do knowledge-sharing communities benefit society? · What challenges do these communities face? · What are future opportunities for knowledgesharing communities? · What existing practices or platforms support these communities? · When were they first established? · What is the purposes of these practices? · How successful are they? · What challenges are associated with these practices? · What is the future of these practices?

What are design thinking methods? · · · · · · · ·

What is the history of design thinking?

Who is using these methods?

When do they use these methods?

What purposes are design thinking methods used for?

What are some expected outcomes of using design thinking methods?

How successful are these methods?

What challenges are associated with design thinking methods?

What are some future opportunities for design thinking methods?

How is the collaboration in knowledge-sharing innovation communities? · Who are the main groups that collaborate in knowledge-sharing innovation communities? · Why do they collaborate? · When do they collaborate? · How do they collaborate? · What channels or methods do they use for collaboration? · How successfully do they collaborate? · What challenges do they face when collaborating? · How do design thinking methods assist collaborations in knowledge-sharing innovation communities? · Who is using these methods in knowledgesharing innovation communities? · What are some of the expected outcomes of applying design thinking methods in collaboration? · What supports are useful during the collaboration process in this community? · How successfully do design thinking methods work in these communities? · What are the challenges of applying design thinking methods in these communities? · What are some future opportunities for design thinking methods in knowledgesharing innovation communities?

Who are aspiring innovators? · · · · · · · · · · ·

· · · · · · · · ·

Who are aspiring innovators?

Where are they?

What do they do?

What are their purposes?

What do they have to do to achieve their value?

What do they lack in attempting achieving their value?

How many aspiring innovators are in knowledgesharing innovation communities?

Who collaborates with them in these communities?

Why do they collaborate?

What do aspiring innovators do during their collaborations?

What is the current position of aspiring innovators regarding collaboration in knowledge-sharing innovation communities?

What characteristics do they want to develop?

What are their concerns when collaborating in knowledge-sharing innovation communities?

What challenges do aspiring innovators face in respect to collaboration?

How successful are they at collaborating?

What are opportunities might they have in the future?

What design thinking methods are they familiar with?

What are expected outcomes that design-thinking methods could bring to them?

What challenges do they face when using design thinking methods?

What are future opportunities for aspiring innovators who use design thinking methods?

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RESEARCH ACTIVITIES & SYNTHESIS

Interview Questions

Interview questions for aspiring innovators:

Interview questions for designers:

· What is your definition of knowledge-sharing? · What is your experience of sharing knowledge with someone or on platforms? · Why do you want to share your knowledge and skills? · How do you relate your background to knowledge-sharing? Give me examples. · What existing practice or platform supports you to share your ideas, knowledge and skills? · What might be the benefits of these practices or platforms? · What challenges do you experience when using these practice or platforms? · How do you collaborate with people who are interested in your ideas and skills? · What is your characteristic in the collaboration now? · What characteristics do you seek from collaboration in the future? · What are your concerns while involved in these collaborations? · What are your expected outcomes from collaboration in knowledge-sharing innovation communities? · What are the future opportunities for knowledge-

· What is your definition of knowledge-sharing? · What is your experience of sharing knowledge with someone or on platforms? · Why do you want to share your knowledge and skills? · How do you relate your background to knowledge-sharing? Give me examples. · What existing practices or platforms support you to share your ideas, knowledge and skills? · What might be the benefits of these practices or platforms? · What challenges do you experience when using these practices or platforms? · How do you collaborate with people who are interested in your ideas and skills? · What are your concerns when you participate in these collaborations? · What are your expected outcomes from collaborating in knowledge-sharing innovation communities? · How have you used design thinking methods in collaboration? · How are they useful in your experience of collaboration in knowledge-sharing innovation communities? · What are the benefits of using these methods for collaboration in this type of community? · What challenges for using these methods in collaboration among this type of community? · What would be some future opportunities for applying design thinking methods to collaboration in knowledge-sharing innovation

sharing innovation communities?

communities?

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Interview questions for professional innovators: · What is your definition of design thinking? · How are you using these methods? · What existing design thinking methods have been applied to collaboration in knowledgesharing innovation communities? · When did you start to use design thinking methods to collaborate? · What triggers the use of design thinking for collaboration in knowledge sharing-innovation communities? · What are the benefits of using these methods? · What challenges do you anticipate when applying certain design thinking methods to this type of innovation community? · What are the characteristics of design thinking methods? · How might design thinking methods support collaboration in knowledge-sharing innovation communities? · What are some future opportunities for design thinking methods applied to collaboration in knowledge- sharing innovation communities?

Interview questions for manufacturers: · What is your interpretation of knowledgesharing? · What is your definition of a knowledge-sharing innovation community? · What is your experience of knowledge-sharing innovation communities? · Why would you participate in this type of community? · How do knowledge-sharing innovation communities benefit your businesses? · Who is involved in these communities? · What is your relationship with them? · How do you collaborate? · What channels or methods do you use to collaborate in these communities? · What is successful in these collaborations? · What are the challenges in collaborating in knowledge-sharing innovation communities? · What are your expectations for collaboration in this type of community? · What are some future opportunities for collaboration in knowledge-sharing innovation communities?

Consent Forms The Research Project Explanation was used to discuss the project with subject interviewees.

The Informed Consent Form enabled subjects to sign their signatures to give their permission for interviews.

Figure 4. Research project explanation. Auther's image.

Figure 5. Informed consent form. Auther's image.

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Research Protocols

Interview Questions Field Notes Form Figure 6-7 present the interview questions for aspiring innovators who lack knowledge of design process. The guides included space for subject name, date, time, and location.

Table 11 Interview steps

Step Time Interviewer

Subject

1

2 min

> Greeting with the interviewee > Seting up research project explanation and informed consent form

Listening and reviewing Forms and pan

2

3 min

> Reading forms and talking about Listening, reviewing and signing the project > Requesting signatures on the consent form > Retrieving the form

3

30 min

> Turning on the recorder > Begining to ask questions

Responding

> Instructing subject that the interview is done > Giving a gift card to subject and show appreciation

Listening and talking

4

3 min

Supplies

Forms and pan

Interview questions guide

Gift card

Figure 6-7. Interview questions field guide for aspiring innovators. Author's image.

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Survy Questions

1. What is your gender?

2. How old are you?

RESEARCH ACTIVITIES & SYNTHESIS

9. Do you know any existing practices or platforms which are used to support collaboration in these communities?

10. Do you know any existing practices or platforms which are used to support collaboration in these communities?

3. What is your occupation?

11. What do you think might be benefit the collaboration in the knowldgesharing innovation society.

4. Do you know knowledge-sharing innovation communities?

12. What do you think might be challenges?

5. Where did you get the information about knowledge-sharing innovation communities 6. Who else do you know might be involved in these communities?

7. What do you do in these communities?

8. How do you rate the collaboration in knowledge-sharing innovation communities?

13. Do you know any design thinking methods which already applied in the communities?

14. How do you thinking these methods benefiting the current collaboration?

15. What is your expectation of the future of collaboration in knowledge-sharing innovation communities?

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RESEARCH ACTIVITIES & SYNTHESIS

Research Activities

Overview The primary research was conducted over two weeks since January 10, 2016. A total of three aspiring innovators, three designers, two professional innovators were interviewed at Savannah, GA. Two manufacturers were interviewed through emails. The interviewees ranged in role type and level, but all shared the great interest in knowledge-sharing innovation communities. Each interview was conducted within a thirty-minute time frame. All interviews were recorded and transcribed upon completion.

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Data Processing & Analysis

Data: Survey Overview Figures 8–11 presents all the data from the survey. Data were collected through a survey website: surveymonkey.com. A total of 75 respondents responded to the 16 survey questions. All respondents were from various professions and backgrounds.

41.67% 20.83%

The term “knowledge-sharing” was relatively new for most respondents. Besides this survey, people have learned about the term through interpersonal channels or online platforms.

50% 26.7% 26.7%

4. Do you know knowledgesharing innovation communities?

Insights from Q4&5 Over 70% of the respondents were not familiar with the term “knowledge-sharing innovation community”. From the detailed survey summary, people who were aware of knowledge-sharing innovation communities were from design professions.

5. Where did you get the information about knowledgesharing innovation communities

16.13% 8.82% 2.94%

37.5%

2.94%

Friends

Business partners

Yes

Online platforms

Professors

Not really

Advertisements

This survey

Never heard

Colleagues

Figure 8. Results of Survey Questions number 4 & 5. Author's image.

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Data Processing & Analysis

Insights from Q6&7 The data from question 6 indicates that consumers participate the least in knowledgesharing innovation communities. Designers involved in these communities are very active.

6. Who else do you know might be involved in knowledge-sharing innovation communities?

85.92% 70.42%

63.38%

64.71%

63.24%

60.56%

64.71%

54.41%

The most popular activity in knowledgesharing innovation communities is looking for opportunities. Also, learning and sharing ideas are the two main purposes why respondents participate in these communities.

35.21%

48.53% 32.39% 28.17%

Innovators

Educators

Looking for opportunities

Learning

Designers

Angel Investors

Looking for people

Looking for resources

Manufacturers

Consumers

Sharing

Students Figure 9. Results of Survey Questions number 6 & 7. Author's image.

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7. What do you do in these communities?

Data Processing & Analysis

Insights from Q8&9 Most respondents rated the success of collaboration in knowledge-sharing innovation communities as "not bad" and "hard to say".

Over 80% of respondents have no idea that existing practices support collaboration in knowledge-sharing innovation communities. A few respondents listed LinkedIn, ResearchGate, educational institutions, Trello, Zhihu, CLC in SCAD, Kickstarter, etc. as existing practices.

8. How do you rate the collaboration among the groups in these communities?

RESEARCH ACTIVITIES & SYNTHESIS

9. Do you know are there any existing practices (platforms) support collaboration in these communities?communities?

1.37% 0.00%

16.22% 26.03% 21.92%

5.48%

83.78% 45.21%

Very bad

Good

Yes bad

Good

No not bad

Hard to say

Figure 10. Results of Survey QCuestions number 8 & 9. Author's image.

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RESEARCH ACTIVITIES & SYNTHESIS

Data Processing & Analysis

Insights from Q10&11

Insights from Q12

Professional social networking, value-creation, creative minds, sharing knowledge, ideas and skills, inspiring each other, communication and differentiation were active factors listed by respondents who collaborate in knowledgesharing communities.

Answers to Question 12 indicate that real-time translation and collaboration, and efficient communication are potential future opportunities for collaboration in knowledge-sharing innovation communities. Virtual reality was mentioned several times. Respondents showed that they want more people from different professions to join these communities; one respondent even wanted everyone in the world to know about these communities. Some subjects replied that updating information to make it more accurate, expanding the social network, and initiating new projects and collaborations with educators could also be future opportunities.

One challenge involves attracting people and let them know about knowledge-sharing innovation communities. Credibility was also considered a factor for some respondents. For some groups, language, culture and personality are barriers to working together. The reliability of information and impractical ideas have been listed as significant challenges for these communities.

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Data Processing & Analysis

Insights from Q13 & 14 From the responses to Questions 13 and 14, only a few subjects— less than 25%—claimed that design thinking methods are applied in knowledge-sharing innovation communities.

Furthermore, about one-quarter of respondents think these methods are currently benefiting the collaborations.

13. Do you know any design thinking methods which already applied in the communities?

14. How do you thinking these methods benefiting the current collaboration?

25.33%

32.00% 70.27%

4%

24.32%

1.33%

5.41% 37.33% I'm not sure

No

Yes

Figure 11. Results of Survey Questions number 13 & 14. Author's image.

Not really

Kind of

I'm not sure

They benefit a lot

Not at all

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RESEARCH ACTIVITIES & SYNTHESIS

Interview Insights

"We need more people to join in knowledge-sharing innovation communities."

Intermediates

Insight:

Professional Innovators "I can build my professional social network in knowledgesharing innovation communities."

Growth

"I want to be more confident about myself!"

Aspiring Innovators

Interview Synthesis: Growth

"Knowledge sharing is increasing in professions, it will be everywhere in the nearby future."

Insight from interviews reflected interviewees' needs in a synthesized way. The data indicate that growth ia a concern for people in knowledge-sharing communities. They want to be part of the community because they want to learn and also find opportunities to leverage their influence and power in innovation. At the same time, they want knowledge-sharing innovation communities to grow and attract more multidisciplinary people into these communities.

Companies

"In these communities my ideas might grow bigger."

"Sharing knowledge require maturity."

"We need more reliable information."

"I think I need more knowledge and information; I need to learn."

Figure 12. Quotation from interviews. A selection of quote abuout grwoth. Author's image.

"I can't trust a person via his or her hehance portfolio."

Reliability

Interview Synthesis: Reliability Insight: For many subjects, reliability was a big concern. Each interviewee mentioned reliability at least once. They talked about how online information is unreliable. Furthermore, some respondents presented their entrusted attitudes towards online portfolio and freelancing client companies.

In this case, this insight provided the project with another future opportunity: to improve reliability in knowledge-sharing innovation communities.

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"There are too many infeasible ideas and projects".

"A company asked me to do 500 pages schetches, but they only paid me onethird of the original price."

Figure 13. Quotation from interviews. A selection of quote abuout reliability. Author's image.

"How can we innovate with bunch of trash information?"

"Sometimes you have to take risks to trust others."

RESEARCH ACTIVITIES & SYNTHESIS "I think a happier collaboration atmosphere can make the result better."

Interview Synthesis: Collaborate Insight: Collaboration was the main activity occurring in knowledgesharing innovation communities. When subjects work toward a goal with other parties in these communities, they communicate their ideas and collaborate to make their ideas a reality.

However, there are challenges in the current collaborations: less-efficient communication, unwillingness to share knowledge, and the possibility of having a negative experience during the collaboration.

"We need efficent communication with collaborators."

"We need others' help, we can not do it along."

"When you are collaborating with someone, you are also exchange your knowledge and skills."

"I want to collaborate with people from different backgrounds and professions."

"I want to use my knowledge to contribute our society."

"We need to do something new, so we need new blood and vessels."

"Our knowledge, ideas, and perspectives may help others."

"We share you ideas and thoughts through collaboration."

Figure 15. Quotation from interviews.

A selection of quote abuout collaborate. Author's image.

Insight: "Why not to share my knowledge, skills and ideas to others?"

"I love knowledge-sharing."

Figure 14. Quotation from interviews. A selection of quote abuout passion. Author's image.

"Collaborating with others provides us perspectives to understand the context better."

Interview Synthesis: Collaborate

Passion "I always have an idea that to unite all people to share what we have in a united community."

Collaborate

All subjects demonstrated their passion in knowledge-sharing during interviews. They consider sharing knowledge as the next phase of globalization. With the development of new technologies, subjects had more opportunities to involve themselves in knowledge-sharing innovation communities, even those who had never heard this term before.

Their interest and passion presente great opportunities for this project to engage more people in these communities to collaborate with subjects who are passionate.

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RESEARCH ACTIVITIES & SYNTHESIS

Interview Insights

Interview Synthesis: Design Thinking

"Design thinking helps us to solve problems and it does not have to only be used in design. We can use it wherever and whenever."

Insight: During the interviews with professional innovators, it became clear that design thinking not only provided problem-solving during the design process, but also enabled individuals to look at things from different perspectives (so-called “out-of-thebox” thinking). The opportunity exists in knowledge sharing communities to introduce design thinking to subjects who lack knowledge of the design process.

"Design thinking leads us to change."

Furthermore, a systematic training process would be a significant opportunity for people to gain the knowledge that benefits their projects, both in knowledge-sharing innovation communities and daily life.

Design Thinking

"I applied design thinking in a company for generating future strategies a decade before.

Now the company is very successful in its industry"

"I have no idea how to protect my idea."

"We don't know what will happen to me after a company steals my idea."

"I usually patented my ideas and projects by myself. It took a long time, but I made a bunch of money."

"I usually write stickers and put them on the wall to see opportunities with my colleague.

We never thought it is a design thinking method but it does help us come up with a lot great ideas."

Insight: "I want the credit of my ideas."

"There is a book about on google and I totally have no ideas about it."

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Figure 16. Quotation from interviews. A selection of quote abuout design thinking.

Author's image.

"We need use design thinking methods to innovate."

Interview Synthesis: Credit

Credit

Figure 17. Quotation from interviews. A selection of quote abuout credit. Author's image.

"Design thinking helps us to understand others."

"Is anyone who contributes an idea going to be credited?"

Credit—or ownership of ideas—was emphasized several times during interviews. The subjects presented their great concern about credit. The poor record of protecting credit in knowledgesharing innovation communities was a barrier to participation for some interviewees.

In interviews, subjects described previous troubling experiences with other parties in knowledge-sharing innovation communities.

The insight showed that ensuring that subjects can retain credit for their ideas is an opportunity and an urgent problem that needs to be solved.

Aspiring Innovators Intermediates Professional Innovators Companies

Key Insights

Growth

Credit

Reliability

Design Thinking

Passion

Collaborate

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RESEARCH ACTIVITIES & SYNTHESIS

Personas Sarah W.

Communication

Low

High

Admission Adviser

Motiviation

Low

High

Income

Low

High

Skill

Low

High

Movability

Low

High

Resurces

Low

High

Age: 24 Hight: 5' 6" Education: B.F.A. Figure 18. Persona Sarah.

Author's image.

Overview: Sarah is a recent addition to a Christian preparatory school in Savannah, GA. She arrived there from Ballentine, SC, where she was born. After she earned a bachelor's degree, Sarah started her career in Savannah. Right now she is an admissions adviser in a high school. Sarah always has great ideas and she is glad to share them with others. Before the interview, she did not know that what knowledge-sharing innovation communities were. However, she still wants to give her ideas a chance to be implemented some day in the nearby future.

Environment: Sarah is working at her school in Savannah. Her working hours are very regular, and she has time to think about her ideas and share them with her family, colleagues, and friends.

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Skills: Sarah graduated from an international college. She speaks English and French. As her major is art history, she has academic writing skills. Because Sarah is an admissions adviser, she always has to translate information about school regulations to students and their parents. As the result, communication has become an important skill for Sarah.

Frustrations: Because she has great ideas, Sarah wants to share them and always thinks about how she can make them real. This is why she started to connect with local innovators and designers in Savannah. However, without a design background, she found it tough to collaborate with them and even harder to let designers understand the value of her ideas.

Attitude: Sarah is an optimist. She has a positive attitude towards knowledge-sharing innovation communities.

She believes it is necessary for people who collaborate to understand each other.

Typical Tasks: Sarah is an idea initiator. In addition to completing tasks for her job, she seeks out for partners who have knowledge of the design process, or tries to gain this knowledge by herself.

Needs and Wants: Sarah needs knowledge that enables her to develop her ideas and make prototypes for user testing.

I want to innovate I’m really scared too!

Empathy Map: Aspiring Innovators (Beginer) Sarah is passionate about starting a new journey to implement her ideas, and she is open-minded about knowledge-sharing innovation communities. Still, she is apprehensive about developing her ideas.

She is looking for opportunities, guidance and partners, and is willing to take risks and make compromises to implement her creative ideas.

Where do I belong?

How can i contact partners?

over-whelmed

I have no clue!

ambitious

How do I do this!?

It’s a start!

What now?!?

You are too young!

Social Media

Am I qualified enough?

Opportunity for future innovations

THINK & FEEL

You have no experience

insecure

Coffee Shop I need your help

How is your idea?

I will support you, no matter what.

Stick it to the man!

Opportunity to be my own boss

SEE

HEAR

Untrustworthy Platforms Minimal resources

Go kick ass!

Others people work How much do you charge?”

SAY & DO

You’ll be fine!

Shit just got real!

Small apartment Dreamers

Dependent to friends and family

I can help.

I deserve to be paid a value for my idea.

Start to take responsabilities

PAIN

I look good today! (bad ass)

How do I do this/use that?

Financial

Post ideas everywhere

GAIN

Uncertainty

Fresh Insights

“No strings attached”

Prioritization

Time Management

Ambition

I set my goals

Lack resource and knowledge

Unstable Schedule

Mobility

Learn from communities

Instability

Figure 19. Empathy map Sarah. Author's image.

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RESEARCH ACTIVITIES & SYNTHESIS

Personas Eli C.

Communication

Low

High

Design Management student

Motiviation

Low

High

Income

Low

High

Skill

Low

High

Movability

Low

High

Resurces

Low

High

Age: 25 Hight: 5' 7" Education: M.A. Figure 20. Persona Eli. Author's image.

Overview: Eli is an international student at Savannah College of Art and Design, who has an undergraduate degree in furniture design. He is in the design management M.A. program. He lives in downtown Savannah with his girlfriend. Back in China, he had a job as a furniture designer for a year. As he was from a design background, he has an idea about knowledge-sharing.

He has kept updating his online portfolio on Behance and other platforms to be a part of knowledgesharing innovation communities.

Skills: As an ex-furniture designer, Eli has great prototyping skills. He is a native Chinese speaker and speaks English fluently. In the design management program in SCAD, he learns design thinking and management methods that help him generate and develop ideas and manage groups in various projects.

Eli is a full-time student at SCAD. As a university, SCAD provides him with an excellent, innovative environment that helps him learn new knowledge and skills. Currently, he is doing research projects to practice his design management skills, and this work also helps him realize his ideas.

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Eli is a hard worker, and is always positive about his projects and his life. He has a great interest in knowledge-sharing innovative communities, since they can provide him with manufacturing resources that will enable him to implement his ideas.

Typical Tasks: Frustrations:

Environment:

Attitude:

Eli has great ideas and skills, and the ambition to leverage them in knowledge-sharing innovation communities. However, he lacks resources and social networks to do so. In his case, Eli is still getting financial support from his parents to obtain his Master's degree. He hopes to finish the program quickly and find a full-time job as soon as possible.

Eli’s main task is to finish his Master's degree and apply his design thinking and management knowledge to create value in his future career.

Needs and Wants: Eli needs more opportunities to leverage his skills and knowledge to contribute. He also wants to collaborate with people who have a common vision.

I need to stay in the . loop

Am I too old for this?

I want more creative freedom .

I’m sick of it.

I want to be taken seriously.

I can handle it!

I want to have my own business .

Empathy Map: Designer (Intermediate) Eli has the skills and knowledge that will support him as he develops his innovative ideas. Currently, he is busy in his study, so his energy and schedule are limited. Eli has worked hard to gain knowledge and experience at university, but he lacks real experience in working with companies.

He has a clear vision of what he wants to do and where he wants to be, but is apprehensive about his job stability in the near future. He likes to share his ideas, but at the same time, he is afraid that someone or a company will steal them.

I don’t feel challenged .

I want extra cash .

Is this a “forever”gig?

Extra Income

It doesn’t matter if I get it or not.

I’ll do whatever it takes.

How do you manage all of that?

Competitio n

T HINK & FEEL

Partnerships

You need to make up your mind!

Home Office Social Media

I need your help

SEE

HEAR

You work too much !

Schedule

Potential Succes s

You’re selling yourself short.

Casual Friday Why don’t you do this for a living?

Work,work,work!

Is this a mid-life crisis?

I’m at my wit’s end!

Happy Hour

SAY & DO I choose what I want. to do I need money.

When will I have the time?

I want vacations!

PAIN

Fluctuating Bank Account

I’m tired .

GAIN Busier schedule

Extra money

Creative freedom

Added stress

Time consuming

Personal Brand

Improve skills & experienc

Heavier routine

Uncertainty

Exposure

Freshen knowledg

Figure 21. Empathy map Eli. Author's image.

55

RESEARCH ACTIVITIES & SYNTHESIS

Personas Tim Y.

Communication

Low

High

Professor and Innovator

Motiviation

Low

High

Income

Low

High

Skill

Low

High

Movability

Low

High

Resurces

Low

High

Age: 65 Hight: 5' 8" Education: M.I.D Figure 22. Persona Tim. Author's image.

Overview: Tim is a university professor who has a Master's degree in industrial design. He used to work with Sony and he operates a consultancy that builds business plans and strategies for clients. Currently, he lives in Texas with his family and teaches industrial design. Due to his professional background, he is always involved in knowledge-sharing innovation communities among companies. He uses knowledgesharing platforms to update his projects and thoughts.

Skills: Tim has a lot experience in innovating and collaborating with partners. Therefore, he is an expert in innovation communities and he has knowledge and a wide skill set in design, prototyping and marketing.

As a consultant, he offers long-term vision to his clients.

Tim teaches industrial design at a university in Houston, TX. As a co-founder of a consulting company, he has an excellent environment for doing business in a big city. In the meantime, the university offers him a lot of opportunity to do valuable projects with his students.

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Tim never stop to explore the truth, since practicing makes perfect.

Typical Tasks: Frustrations:

Environment:

Attitude:

He is always busy, except doing researches with his graduate students, there are large amount of academic papers due each semester. This is why he doesn’t have much time to get along with kids.

Tim plans to write a guiding book with his partner, teaching the basic knowledge about User Experience with successful case study in it, helping new learners understand what is a good UE design and what is its trend.

Needs and Wants: He needs a long vocation to travel with his kids and a stand-up desk for daily work.

I’m successful

I know it all!

I can help!

I’m happy!

I can teach

I’m free

I can charge a lot.

I feel empowered

I’m confident.

I got a lot of connections

You realized your! idea

Empathy Map: Professional Innovators (Expert) Tim Is very confident about his skills, knowledge and experience, has been committed to a life as a profession innovator in knowledge-sharing innovation communities. He is passionate about his work and enjoys sharing his knowledge and expertise with others. Tim has mastered the ability of design thinking methods and connecting with partners.

Reputation I’m independent!

This is amazing!

I make my own money with my ideas Successful business plan

THINK & FEEL

I admire your work and commitment.

“window office”

I will recommend you to my partners.

How did you do?that How much do you charge for give advices?

Trust

You are expert!

Stable Income

Stable Connections Suit and tie

You can understand my idea!

I want your opinion...

Work routine

SEE

HEAR

Employers/Advisors

Apartment

SAY & DO

Younger Competition

I have control about what I do.

I have freedom to do my own schedule

I can do anything!

PAIN

This kids think they know it all!

I have this example to show you.

I can teach you on how to...

Listen to me.

Afraid of loosing reputation

GAIN

Success

Copyright Issues

Tired of the routine

Money

Competition

Physical back pains

Freedom

I can take vacations whenever I want

Lack of creativity

Out of date

People know me!

Stability

Figure 23.Empathy map Tom. Author's image.

57

RESEARCH ACTIVITIES & SYNTHESIS

Research Insights

Insight 1: Knowledge-sharing innovative communities are open to people from different backgrounds and professions in order to increase opportunities for both individuals and companies.

Insight 4: Communication is a core strength for improving collaboration in knowledge-sharing innovation communities. This interview insight underlines the idea that mutual understanding establishes the foundation of communication.

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Insight 2: The uncertainty over retaining credit for ideas is a significant problem in current knowledgesharing innovation communities. In some aspiring innovators and designers it creates an unwillingness to share ideas.

Insight 5: Aspiring innovators need to adopt design thinking, since they lack the knowledge and skills to develop and prototype their ideas. Without design thinking, a huge gap will exist between the initial idea and an actual product launch.

Insight 3: The unreliability of information in knowledgesharing innovation communities is an important challenge for all parties in these communities to overcome.

Insight 6: Aspiring innovators have no idea how valuable their ideas are. One reason for this is that aspiring innovators prefer sharing over taking action, and cannot see the value and possibilities of their ideas.

Research Findings at-a-Glances Insight 2: Credibility

Insight 5: Design Thinking

Insight 3: Reliability Collaboration

Insight 1: Growth

Support

Patent

Aspiring Innovators

Platforms

Design Thinking

Designers

Professional Innovators

Knowledge-sharing Companies Innovation communities

Insight 4: Collaboration Insight 6: Passion Figure 24. Research Findings at-a-Glance. Author's image

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DESIGN OPPORTUNITIES & CRITERIA

60

61

Opportunities for Design Matrix

DESIGN OPPORTUNITIES & CRITERIA

Insight 1:

Insight 2:

Knowledge-sharing innovative communities are open to people from different backgrounds and professions in order to increase opportunities for both individuals and companies.

Insight 3:

The uncertainty over retaining credit for ideas is a significant problem in current knowledgesharing innovation communities. In some aspiring innovators and designers it creates an unwillingness to share ideas.

The unreliability of information in knowledgesharing innovation communities is an important challenge for all parties in these communities to overcome.

How might we provide opportunities for companies

How might we provide instruction for aspiring

How might we provide a research education toolkit

in knowledge-sharing innovation communities and aspiring innovators to raise awareness of the value creation initiated by aspiring innovators?

innovators about applying for patents?

for aspiring innovators to help them do research before they trust certain information?

Opportunity 1: Invite aspiring innovators

Opportunity 2: Educate on idea protection

Opportunity 3: Support decision-making with research

Table 11 SWOT Analysis of Opportunity 1

Strengths · Individuals will be attracted to knowledge-sharing innovation communities · Aspiring innovators do not have to pay · Provides access to knowledgeable people and ideas to initiate projects

Opportunities · Design toolkit to reduce costs · Practice with projects

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Table 12 SWOT Analysis of Opportunity 2

Weaknesses · Education institutes will not be happy about it · Need a pre-session to educate aspiring innovators · Need physical space · Cost

Threats · Cost · Existing competitors

Table 13 SWOT Analysis of Opportunity 3

Strengths · Help users to learn how to patent · Offers detailed instructions · Cheap business

Opportunities · Relate to other concepts · Be a feature of products

Weaknesses · · · ·

Complicated Instructions Unpatentable raw ideas Process takes a long time Less engagement

Threats · Aspiring innovators may not have interest · Laziness

Strengths · Low-cost business · Help users make decisions supported by research · Portable and applicable in different circumstances

Opportunities · Add other features · Engage users · Design as a board game

Weaknesses · May lack engagement · People do not like to do research · People may skip research and trust what they want to trust

Threats · People do not like to do research · Learning process may be long

Insight 4:

Insight 5:

Communication is a core strength for improving collaboration in knowledge-sharing innovation communities. This interview insight underlines the idea that mutual understanding establishes the foundation of communication.

Insight 6:

Aspiring innovators need to adopt design thinking, since they lack the knowledge and skills to develop and prototype their ideas. Without design thinking, a huge gap will exist between the initial idea and an actual product launch.

Aspiring innovators have no idea how valuable their ideas are. One reason for this is that aspiring innovators prefer sharing over taking action, and cannot see the value and possibilities of their ideas.

How might we improve mutual understanding and

How might we educate aspiring innovators with

How might we educate aspiring innovators to use

a more collaborative atmosphere using a design-thinking toolkit?

design-thinking methods that can help them develop and prototype their ideas?

design thinking methods to generate strategies and build relationships with experts and companies to share their visions?

Opportunity 4: Support ice-breaking

Opportunity 5: Break down the steps of ideation

Opportunity 6: Plan for the future

Table 14 SWOT Analysis of Opportunity 4

Table 15 SWOT Analysis of Opportunity 5

Table 16 SWOT Analysis of Opportunity 6

Strengths · Promotes understanding of each other · Social network · Builds a better collaborative environment · Builds better relationships

Opportunities · Facilitates activities during collaborations · Allows people to make friends when they are out of work

Weaknesses · Over think · Care too much about others · May cause low productivity

Threats · People are relatively "closed" and unwilling to share ideas

Strengths · Low-cost · Helps aspiring innovators apply design-thinking methods · Reveals opportunities · Increases the possibility of finding partners or investors

Opportunities · Make it easy to understand · Work with case projects · Find collaborators to work together

Weaknesses · Difficult to find someone to ask questions · Takes a long time · Requires many skills

Threats · Prototypes cost money and time · Funders may not be interested

Strengths · Generating vision and strategies is the first step to becoming a professional innovator · Always have a plan · Increases one’s ability to find partners · Partners will be willing to listen to suggestions from high-level aspiring innovators

Opportunities · Relates to pre-level skill education · Applies in companies · Design for designers

Weaknesses · Requires experience · Takes a long time

Threats · Aspiring innovators may not be interest in strategizing

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DESIGN OPPORTUNITIES & CRITERIA

Opportunities for Design Map Opportunity 6

x3 x4 Opportunity 1

HMW 6

HMW 1

x2

Insight 6 Insight 1

Opportunity 5 HMW 5

Insight 5

To support change from aspiring innovators to professional innovators

Insight 2

HMW 2 Opportunity 2

x1

Insight 4 Insight 3 HMW 4

HMW 3 Opportunity 4 x3

x5 Opportunity 3

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Figure 25. Opportunity insight connection map. Author's image.

Scores Insight 2: Insecurity of credit is a significant problem in current knowledge-sharing innovation communities. It causes unwillingness of sharing ideas to aspiring innovators and designers.

Insight 3: Unreliability of information in knowledge-sharing innovation communities is also an important challenge for all parties in these communities.

6

1

2

6p

3

5p

4

3p

5

4p

6

1p

Tolal 13

4

2

6

3

3

18

2

4

15

5

7

6

6

Insight 4: Communication is a core strength for improving collaboration performance in knowledge-sharing innovation communities. Furthermore, interview insight presents that empathy establishes the foundation of communication.

Opportunities

2p

1

5

Insight 5: Adoption of design thinking is needed by aspiring innovators since they are missing knowledge and skills to develop and prototype their ideas. Without design thinking, a huge gap exists between initial idea with launching in markets.

Insights with scores

Insight 1: Knowledge-sharing innovative communities are open for people from different background and professions in order to increase opportunities for both individuals and companies.

Insight 6: Aspiring innovators have no idea how valuable their ideas are. One reason explains why aspiring innovators prefer sharing than taking actions is they cannot see the value and possibilities of their ideas.

1

Figure 26. Design Criteria Matrix. Author's image.

65

DESIGN OPPORTUNITIES & CRITERIA

Design Criteria for Prototype

This project would be considered successful if: 1. Aspiring innovators must be educated in secondary research skills in order to determine the accuracy of information and choose the data most relevant to their projects.

2. Aspiring innovators must be able to collaborate and communicate effectively in knowledgesharing innovation communities.

3. Aspiring innovators must be introduced and provided access to knowledge-sharing innovation communities to create social networks.

4. Aspiring innovators must be educated in design processes in order to develop and prototype their ideas by themselves or with partners.

5. Aspiring innovators must be trained in patent processes to protect their ideas.

6. Aspiring innovators must be educated in design-thinking methods to develop business plans and strategies to take their innovation to market.

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Reframing To reframe this project, I reinforced the existing innovation and collaboration abilities of aspiring innovators in knowledge-sharing innovation communities. Key attributes revealed by my research were research and communication skills, and the ability to develop and implement skills that support the change from aspiring to professional innovator. Credit and future strategy awareness were also considered in the prototype.

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68

PROTOTYPE DEVELOPMENT & TESTING

69

PROTOTYPE DEVELOPMENT & TESTING

Prototype Ideas

Concept 1: SHUKNI Innovation Toolkits Concept 1 is an innovation toolkit with six modules to help aspiring innovators understand and practice design processes including research, ideation, prototyping and testing, patenting, and launching products in markets. It would support innovation and collaboration abilities for aspiring innovators with other parties in knowledge-sharing innovation communities.

Figure 27. Prototype concept 1. Author's image.

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Prototype Ideas

Concept 2: SHUKNI Workshop Concept two was a workshop which held by clients of SHUKNI. SHUKNI invites aspiring innovators, professionals from various fields, manufacturers, and stakeholders into the workshop to cocreate and develop ideas. It supports aspiring innovators to engage in the concept development phase; it also provides opportunities for other parties in knowledge-sharing innovation communities to see the potential of aspiring innovators.

Figure 28. Prototype concept 2. Author's image.

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Prototype Ideas

Concept 3: SHUKNI Platform Concept three was an online platform to allow aspiring innovators, designers, engineers, professional innovators and manufacturers to share and collaborate with others in knowledge-sharing innovation communities. The platform offers six sections for different stages in the innovation process for specific purposes. Furthermore, individuals and companies can build profiles to expose themselves in knowledge-sharing innovation communities for future opportunities.

Figure 29. Prototype concept 3. Author's image.

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PROTOTYPE DEVELOPMENT & TESTING

SHUKNI Innovation Toolkit

SHUKNI Workshop

SHUKNI Platform

Table 17 PMI Analysis of Innovation Toolkit

Table 18 PMI Analysis of Workshop

Table 19 PMI Analysis of Platform

PMI Plus

> Provides opportunities for aspiring innovators to understand design process to contribute to knowledge-sharing innovation communities (+5) > Acquire detailed concept development of at least one toolkit for satisfying educational purposes (+2) > To enhance innovative and collaborative abilities for aspiring innovators to improve innovation performance in knowledgesharing innovation communities (+4)

+11

PMI Plus

Minus

> Wide-ranging and needs more time to be implemented (-2) > May contain too many elements (-3) > May be complicated that become difficult to understand the entire meaning of design process (-3)

-8

Interesting

> One of the modules can be developed to become very detailed (+5) > Aspiring innovators will learn how to innovate with their ideas and knowledge (+4) > Modular toolkits help users divide knowledge into small pieces (+4)

+13

Totals

+16

> Offers all parties in knowledge-sharing innovation communities a space to co-create and develop concepts together (+4) > Provides opportunities for aspiring innovators to meet and collaborate with designers, professional innovators and manufacturers (+5) > Aspiring innovators have a physical space to share their ideas and skills to contribute innovations, and clients have a chances to see the potential of aspiring innovators (+3)

+12

PMI Plus

Minus

> Requires introductions for aspiring innovators about the innovation process (-3) > Requires a physical space for facilitating the workshop (-2) > Without pre-work, aspiring innovators’ ideas may be taken by others (-5)

-10

Interesting

> All parties in knowledge-sharing innovation communities are allowed to participate in the workshop, and they may come up with a lot of great ideas (+5) > Aspiring innovators will be more confident in sharing their ideas with stakeholders, and they will gain collaboration experience in the workshop (+3) > Clients are looking for valuable ideas from different disciplines to create more innovation opportunities (+4)

+12

Totals

+14

Totals > Offers all parties in knowledge-sharing innovation communities a virtual space to co-create innovations (+4) > Provides opportunities for aspiring innovators to access different phases of the innovation process to fulfil their shortterm needs for innovating (+5) > Offers aspiring innovators and companies a common online method to expose themselves and their work in knowledgesharing innovation communities (+3)

+12

Minus

> Requires much time for prototyping (-4) > Online platforms have too many similarities with others (-3) > Collaborators may become competitors (-4)

-11

Interesting

> Has potential to connect to two other concepts (+5) > Aspiring innovators, designers, professional innovators and manufacturers can participate in the platform to co-create innovation (+4) > Existing partners in knowledge-sharing innovation communities can merge and leverage the power of aspiring innovators (+4)

+13

+14

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PROTOTYPE DEVELOPMENT & TESTING

Selected Concept for Developing

Selected Concept: SHUKNI Innovation Toolkit According to the PMI scores, SHUKNI innovation toolkit was determined to be developed in to a prototype. The SHUKNI innovation toolkit included six modules: project framing, research, ideation, prototyping, patenting and marketing. The goal of this toolkit was to educated aspiring innovators with design thinking methods to develop their ideas and gain knowledge about innovation during the process to using the toolkit.

SHUKNI INNOVATION TOOLKIT

!

MODULE 1 Project Framing

MODULE 2 Researching

Figure 30. Modules in SHUKNI Innovation toolkit.

Author's image.

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MODULE 3 Ideation

MODULE 6 Marketing

MODULE 4 Prototyping

MODULE 5 Patenting

Framework of Innovation Toolkit

!

MODULE 2 Researching

MODULE 1 Project Framing

MODULE 3 Ideation

MODULE 5 Patenting

MODULE 4 Prototyping

MODULE 6 Marketing

Insights Concepts Sub questions

Subjects

Partners Patent office

Initial Topic Idea

Research Question

Final Concept

Reframing

Patented Prototype

Prototype

Support

$$$

Support Support Platforms

Sub-sub questions Brainstorming Data

Merging Concepts

Figure 31. Framework of six modules of SHUKNI. Author's image.

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PROTOTYPE DEVELOPMENT & TESTING

Selected Concept for Developing

SHUKNI Innovation Toolkit: Module1--Project Framing According to the prototyping period, one module of the SHUKNI innovation toolkit, project framing, is considered as the primary concept to be developed in advance of a detailed prototype. It is an important part of the SHUKNI innovation toolkit that helps aspiring innovators to explore a topic with initial ideas at the beginning of the design process. By doing so, aspiring innovators who use this module would learn how designers use design thinking to consolidate ideas with factors into a well-structured project frame.

SHUKNI INNOVATION TOOLKIT

!

MODULE 1 Project Framing

MODULE 2 Researching

MODULE 3 Ideation

MODULE 4 Prototyping

MODULE 5 Patenting

MODULE 6 Marketing

Insights Concepts Sub questions

Subjects

Partners Patent office

Initial Topic Idea

Research Question

Final Concept

Reframing

Patented Prototype

Prototype

Support

$$$

Support Support Platforms

Sub-sub questions Brainstorming Data

Figure 32. The choosen stage of Framework in six modules of SHUKNI. Author's image.

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Merging Concepts

Factors

SHUKNI Innovation Toolkit: Module1­—Project Framing Expected Take-aways:

Initial Topic Idea

Research Question

· Subjects need to come up with a mostwanted topic idea · Subjects identify factors related to their topics · Identified factors are used to “warm up” subjects' brains · Identifying factors requires subjects to think subjectively and objectively · Subjects develop their topic ideas through different perspectives because of the factors they choose · Subjects need to synthesize their developed topic ideas into a well-structured research question for the next module SHUKNI innovation toolkit--Researching

Figure 33. Detailed view of project framing module.

Author's image.

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PROTOTYPE DEVELOPMENT & TESTING

Concept Development

Projecr Framing: Topic Exploration Notebook

!

!

Ideas

Figure 34. Idea of topic exploration notebook.

Author's image.

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Images

Instruction

Notebook

The concept of topic exploration notebook combined notebook, idea generating, visual speaking which is adopted from visual speaking. com. The images were able to open subject's mind to help them to thinking visually and also, the images were about factors which could be contributed to generating ideas.

Concept Development

Overview: Tools The concept test tools include a notebook, markers and stickers, five factor buckets with twenty images in each one.

A framework of the whole innovation process was printed for subject to be able to interpret with the entire process.

A notebook with instructions was created for aspiring innovators to develop their rough topic ideas. It was printed with blank spaces and four steps that lead aspiring innovators from their initial topic ideas to well-structured sentences that describe their developed topic. Each step included instructions that help aspiring innovators understand what they are going to do and why. Furthermore, aspiring innovators can document their topic ideas using these notebooks.

Figure 35.Tools for user testing about topic exploration notebook.

Author's image.

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Concept Development

Tools: Factors Five “factor buckets� were created, with one hundred images and 10 blank cards in total. The five categories comprised economic, political, technological, social and environmental factors.

There were twenty cards with pictures, and two empty cards in each category. The blank cards were for users to write or draw elements not shown in the categories. The purpose of these factor cards was to help aspiring innovators to think holistically about their initial topic ideas.

Figure 36.Factor images for testing topic exploration notebook. Author's image.

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Concept Development Step 1: Generating an Initial Idea

Step 4: Reframing Concept

During the first step, the subject was asked to generate a rough idea. The goal was to explore an idea which was most interested and valuable to be developed.

The last step was to help subjects to reframe their developed ideas into sentences. During the process, the subject wrote a full sentence to address a concept statement which was ready to next design phase.

PROTOTYPE DEVELOPMENT & TESTING

Step 2: Identifying Factors In this phase, the subject need to choose factors may influence his or her idea generated during step one. There are a hundred and twenty images in five categories for he or she to choose, and there is no limitation of the quantity. Furthermore, a short period was required for the subject to thinking deeply about the factors.

Step 3: Developing Concept The third step was aimed to assist the subject in developing his or her initial idea with factors she picked up in the last step. The subject was asked to draw or write their thought processes in the blank space. In this step, the subject could visualize their ideas and see possibilities to make it tangible. The goal of this phase was to inspire aspiring innovators to develop their initial ideas into cohesive concepts.

Figure 37.Instruction in a topic exploration notebook. Author's image.

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Target Audience 1: Overview The first test was conducted with art education assistance at a local high school in Savannah.

Time: Tuesday, Feb. 16, 2:00-3:00pm Location: Meeting room at work location of target audience Testing Subject: An art educator who had plenty of ideas which was part of aspiring innovators

Steps: Step 1: Preparations > Purchased notebook, markers and post-its. > Draw spaces and write instructions in the notebook. > Print images are cut into small cards. > Prepare informed consent form.

Step 2: Instruction > Greeted, and introduced the project. > The subject signed informed consent form. > Introduced the concept, framework and the goal of prototype test briefly.

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Step 3: Generating Ideas > The subject was asked to think about ideas generated from her real-life and professional field. > The subject was asked to identify the most wanted idea to be developed.

Step 4: Steps and Tools > The subject was first asked to write her initial idea in the first step of the notebook. > The subject was asked to choose factor categories most related to their idea and open the buckets. > The subject was asked make a decision to think the most relevent factors among images. > Asked the subject to fill the step 2 blank space in the notebook with chosen images. > Asked the subject to use a marker to draw and write her thought to develop her initial idea with the chosen factors in step 3 blank space of the notebook. > The subject was to asked to fill the last step in the notebook to make a sentence that reframe her concept.

Step 5: Take-aways/Feedback > The subject was asked to share her insight from the prototype test and how she might use to develop her ideas. > The subject was asked to share feedback and improvement of this prototype.

Concept Testing with Target Audience

PROTOTYPE DEVELOPMENT & TESTING

Figure 38-45. Concept testing with target audience 1. Author's images.

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Concept Testing with Target Audience

Target Audience 2: Overview The second test was conducted with an adviser who works for a college in Savannah.

Time: Friday, Feb. 19, 9:00-10:00pm Location: Target audience's apartment Testing Subject: An admission adviser at a college

Steps: Step 1: Preparations > Purchased notebook, markers and post-its. > Draw spaces and write instructions in the notebook. > Print images are cut into small cards. > Prepare informed consent form.

Step 2: Instruction > Greeted, and introduced the project. > The subject signed informed consent form. > Introduced the concept, framework and the goal of prototype test briefly.

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Step 3: Generating Ideas > The subject was asked to think about ideas generated from her real-life and professional field. > The subject was asked to identify the most wanted idea to be developed.

Step 4: Steps and Tools > The subject was first asked to write her initial idea in the first step of the notebook. > The subject was asked to choose factor categories most related to their idea and open the buckets. > The subject was asked make a decision to think the most relevent factors among images. > Asked the subject to fill the step 2 blank space in the notebook with chosen images. > Asked the subject to use a marker to draw and write her thought to develop her initial idea with the chosen factors in step 3 blank space of the notebook. > The subject was to asked to fill the last step in the notebook to make a sentence that reframe her concept.

Step 5: Take-aways/Feedback > The subject was asked to share her insight from the prototype test and how she might use to develop her ideas. > The subject was asked to share feedback and improvement of this prototype.

Concept Testing with Target Audience

PROTOTYPE DEVELOPMENT & TESTING

Figure 46-53. Concept testing with target audience 2. Author's images.

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Concept Testing with Target Audience

Target Audience 3: Overview The third test was conducted with a design student.

Time: Thursday, Feb. 21, 3:00-4:00pm Location: Facility in college Testing Subject: A college student who studies design

Steps: Step 1: Preparations > Purchased notebook, markers and post-its. > Draw spaces and write instructions in the notebook. > Print images are cut into small cards. > Prepare informed consent form.

Step 2: Instruction > Greeted, and introduced the project. > The subject signed informed consent form. > Introduced the concept, framework and the goal of prototype test briefly.

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Step 3: Generating Ideas > The subject was asked to think about ideas generated from her real-life and professional field. > The subject was asked to identify the most wanted idea to be developed.

Step 4: Steps and Tools > The subject was first asked to write her initial idea in the first step of the notebook. > The subject was asked to choose factor categories most related to their idea and open the buckets. > The subject was asked make a decision to think the most relevent factors among images. > Asked the subject to fill the step 2 blank space in the notebook with chosen images. > Asked the subject to use a marker to draw and write her thought to develop her initial idea with the chosen factors in step 3 blank space of the notebook. > The subject was to asked to fill the last step in the notebook to make a sentence that reframe her concept.

Step 5: Take-aways/Feedback > The subject was asked to share her insight from the prototype test and how she might use to develop her ideas. > The subject was asked to share feedback and improvement of this prototype.

Concept Testing with Target Audience

PROTOTYPE DEVELOPMENT & TESTING

Figure 54-61. Concept testing with target audience 3. Author's images.

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PROTOTYPE DEVELOPMENT & TESTING

Testing Insights

Take-aways from Subject 1

Take-aways from Subject 2

Take-aways from Subject 3

> Image factors support thinking process > Designers need to consider factors during the design process > Factors open subject's mind > Help subject to define most relevent and interested factors > Explore topic idea in different context > Reframe developed topic

> Factors were used to help the subject to think > Defines subject's position in the process of choosing factors > The subject can think one thing from different prespetives > The process can be used for solving daily problems

> Image factors help improve subject's thinking process > The process helps the subject to define most relevent and interested factors > Help me to think cohiesively > Explore and develop subject's initial topic > Generate research question from initial idea and factors

Feedback from Subject 1

Feedback from Subject 2

Feedback from Subject 3

> > > > > > > >

> > > > > > >

> > > > > > >

Needs more visual instructions Needs interactive with other innovators More pictures Digital version of toolkit Online platform Wants to work with real projects Afraid to share own ideas Needs supports from others

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Needs an online platform to update pictures Needs more instructions Wants virtual communities for sharing What is next Collaborate with stakeholders Wants to know more people for innovation Needs supports in particular phases

Make images like stickers Need more space Make it portable Instructions for what next is Visual instructions DIY pictures and downloadable resources Interact with other parties in knowledgesharing innovation communities > Contact with people who are professionals

Take-aways from Subject 1 > Image factors support thinking process > Designers need to consider factors during the design process > Factors open subject's mind > Help subject to define most relevent and interested factors > Explore topic idea in different context > Reframe developed topic

Expected Take-aways from SHUKNI Topic Exploration Toolkit

Take-aways from Subject 2

> Subjects identify factors which are related to their topics

> Factors were used to help the subject to think > Defines subject's position in the process of choosing factors > The subject can think one thing from different prespetives > The process can be used for solving daily problems

> Identified factors are used to warm up subjects' brains

Take-aways from Subject 3

> Subjects need to synthesize their developed topic ideas into a well-structured research question for the next SHUKNI innovation toolkit--SHUKNI research toolkit

> Image factors help improve subject's thinking process > The process helps the subject to define most relevent and interested factors > Help me to think cohiesively > Explore and develop subject's initial topic > Generate research question from initial idea and factors

> Identifying factors require subjects to think subjectively and objectively > Subjects develop their topic ideas through different perspectives becasue of the factors they choose

Figure 62. Testing result of topic exploration notebook with expected take-aways. Author's images.

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PROTOTYPE DEVELOPMENT & TESTING

Validation

Feedback from Subject 1 > > > > > > > >

Needs more visual instructions Needs interactive with other innovators More pictures Digital version of toolkit Online platform Wants to work with real projects Afraid to share own ideas Needs supports from others

1. Aspiring innovators must be educated and be provided support in secondary research skills in order to determine the accuracy of information and choose the data most relevant to their projects.

2. Aspiring innovators must be able to collaborate and communicate effectively in knowledge-sharing innovation communities by educating them visual thinking and being familiar with the innovation process.

Feedback from Subject 2 > > > > > > >

Needs an online platform to update pictures Needs more instructions Wants virtual communities for sharing What is next Collaborate with stakeholders Wants to know more people for innovation Needs supports in particular phases

Feedback from Subject 3 > > > > > > >

Make images like stickers Need more space Make it portable Instructions for what next is Visual instructions DIY pictures and downloadable resources Interact with other parties in knowledgesharing innovation communities > Contact with people who are professionals

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3. Aspiring innovators must be introduced to knowledge-sharing innovation communities to create social networks with virtual and face-to-face platforms.

4. Aspiring innovators must be educated and be provided supports from other professionals in design processes in order to develop and prototype their ideas by themselves or with partners.

5. Aspiring innovators must be trained in patent processes and be helped with supports to protect their ideas.

6. Aspiring innovators must be educated in designthinking methods to develop business plans and strategies to take their innovation to market.

Revised Design Criteria

Direction of Final Concept SHUKNI is a strategic approach for introducing our design thinking method toolkit, workshop and virtual hub for aspiring innovatordriven innovation to support effective communication and mutual understanding, to clarify opportunities and to integrate resources in knowledge-sharing innovation communities.

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FINAL DESIGN TO MARKET

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Overview The final direction of the concept is based on primary and secondary research, user testing, and validation of design criteria.

SHUKNI is a strategic approach for transforming aspiring innovators into professional innovators and helping them contribute their valuable ideas within the environment of knowledge-sharing innovation communities.

SHUKNI offers an innovation toolkit, workshop and virtual platforms for aspiring innovators and other parties in the knowledge-sharing innovation society. The SHUKNI not only applies design thinking methods to educate aspiring innovators, but also provides physical and virtual collaboration opportunities for all individuals in the community. The goal is to provide resources to educate and introduce aspiring innovators to knowledge about innovation process to enhance their collaboration capabilities.

Ultimately, SHUKNI helps aspiring innovators to develop and implement their ideas and contribute to the knowledge-sharing innovation society.

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Final Prototype

FINAL DESIGN TO MARKET

Filling the Design Criteria The final design to market was evaluated by the design criteria determined after prototype tests.

1. Aspiring innovators must be educated and be provided support in secondary research skills in order to determine the accuracy of information and choose the data most relevant to their projects.

2. Aspiring innovators must be able to collaborate and communicate effectively in knowledge-sharing innovation communities by educating them visual thinking and being familiar with the innovation process.

3. Aspiring innovators must be introduced to knowledgesharing innovation communities to create social networks with virtual and face-to-face platforms.

4. Aspiring innovators must be educated and be provided supports from other professionals in design processes in order to develop and prototype their ideas by themselves or with partners.

5. Aspiring innovators must be trained in patent processes and be helped with supports to protect their ideas.

6. Aspiring innovators must be educated in design-thinking methods to develop business plans and strategies to take their innovation to market.

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FINAL DESIGN TO MARKET

Final Prototype Website

!

!

!

Innovation Toolkit

Workshops

Virtual Innovation Hub

Service 1

Service 2

Service 3

Figure 63. SHUKNI services overview. Author's images.

SHUKNI’s innovation toolkit includes six modules: project framing, research, ideation, prototyping, patenting and marketing. In each module, SHUKNI provides a series of tools to help aspiring innovators to achieve certain goals for the module.

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SHUKNI workshops offer opportunities for aspiring innovators to participate the innovation process with designers, manufacturers, professional innovators and other parties in knowledge-sharing innovation communities. While in the workshop, aspiring innovators also have chances to meet others and build their social networks.

The SHUKNI virtual innovation hub provides six modules that mirror the modules of the SHUKNI innovation toolkit.

Aspiring innovators are allowed to share news, thoughts and ask questions in each module. Designers, professional innovators and manufacturers could also join the hub for collaboration opportunities with aspiring innovators to create something new.

SHUKNI Framework

!

Project Framing

Researching

Ideation

Prototyping

Patenting

Marketing

Insights Concepts Sub questions

Subjects

Partners Patent office

Initial Topic Idea

Research Question

Final Concept

Reframing

Patented Prototype

Prototype

Support

$$$

Support Support Platforms

Sub-sub questions Brainstorming Data

Merging Concepts

Figure 64. SHUKNI framework overview. Author's images.

The SHUKNI framework is a design thinking process to innovate that consists of project framing, research, ideation, prototyping, patenting and marketing. In the project framing stage, aspiring innovators need to explore their ideas and think about factors that may affect their idea; they will generate a research question at the end of this stage. With this question, the research process will be started; data will be gathered and synthesized to create design criteria. Concept development is the core of the ideation stage; the aspiring innovator can use their imagination to create concepts using the design criteria they generated in previous stage.

At the end of ideation stage, aspiring innovators need to evaluate and choose one concept to be developed and prototyped. The prototyping stage requires aspiring innovators to use existing resources to make their concept tangible, so it can be tested. The goal of the patenting phase is to help aspiring innovators identify the supports they need to apply for a patent for their prototypes. With a patented prototype, there are great opportunities for an innovator to collaborate with organizations or launch their product through an online platform.

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FINAL DESIGN TO MARKET

Final Prototype

The product-to-market is mainly delivered in the form of a digital booklet to aspiring innovators in the knowledge-sharing innovation society. The booklet includes information about products belonging to the innovation toolkit, workshops and the website. Another delivery is the SHUKNI website, which not only provides information about SHUKNI but also offers detailed information and access to SHUKNI services.

Figure 65. SHUKNI booklet rendering. Author's images.

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Figure 66. SHUKNI website rendering. Author's images.

Booklet

Figure 67. SHUKNI booklet cover. Author's images.

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Figure 68. SHUKNI booklet page 1 and table of content. Author's images.

Final Prototype

FINAL DESIGN TO MARKET

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FINAL DESIGN TO MARKET

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Final Prototype

Figure 69. SHUKNI booklet about, vision and mission statments. Author's images.

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Figure 70. SHUKNI booklet overview of services. Author's images.

Final Prototype

FINAL DESIGN TO MARKET

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FINAL DESIGN TO MARKET

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Final Prototype

Figure 71. SHUKNI booklet service 1. Author's images.

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Figure 72. SHUKNI booklet introduction of topic exploration notebook. Author's images.

Final Prototype

FINAL DESIGN TO MARKET

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FINAL DESIGN TO MARKET

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Final Prototype

Figure 73. SHUKNI booklet features of topic exploration notebook. Author's images.

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Service

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Figure 74. SHUKNI booklet how to use a topic exploration notebook. Author's images.

Final Prototype

FINAL DESIGN TO MARKET

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FINAL DESIGN TO MARKET

Final Prototype

Service

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Figure 75. SHUKNI booklet service 2 workshop overview. Author's images.

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Service

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Figure 76. SHUKNI booklet service 3 website overview. Author's images.

Final Prototype

FINAL DESIGN TO MARKET

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FINAL DESIGN TO MARKET

Final Prototype

Service

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Figure 77. SHUKNI booklet service 3 website glance. Author's images.

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Figure 78. SHUKNI booklet contact information and list of figures. Author's images.

Final Prototype

FINAL DESIGN TO MARKET

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Final Prototype

FINAL DESIGN TO MARKET

Product to Market: SHUKNI Website

Website

About Us Overview

Workshop

Toolkit Overview

Virtual Innovation Hub

Mission

Project Framing

Researching

Purchase Virtual

Project Framing

Discussion

Team

Ideation

Workbook

Researching

Hub

Location

Ideation

Schedule

Project Framing

Prototyping

Clients

Patenting

Patenting

Membership Options

Marketing

Marketing

Prototyping

Face to face Virtual

Researching

Ideation

Prototyping

Events Patenting Sponsors Marketing About To become a sponsor

Toolkit

Figure 79. Sitemap of SHUKNI website. Author's images.

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Wrokbook

Address

Offering

Email

Members

Participants

Partners

Share Information

Looking for

Accommodation

Update Download

Cost Outline

Printed

Full name

Overview

Overview Reservation

Vision

Contact Us

Phone

Figure 80. Homepage of SHUKNI website. Author's images.

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Figure 81. Sign in page of SHUKNI website. Author's images.

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Figure 82. Toolkit overview page of SHUKNI website. Author's images.

Final Prototype

Figure 83. Project framing tools in toolkit of SHUKNI website. Author's images.

FINAL DESIGN TO MARKET

Figure 84. Workshop overview page of SHUKNI website. Author's images.

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FINAL DESIGN TO MARKET

Final Prototype

Figure 85. Virtual innovation hub overview page of SHUKNI website. Author's images.

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Figure 86. About page of SHUKNI website. Author's images.

Final Prototype

The Wordmark, Symbol, and Color

SHUKNI

The SHUKNI name is intended to reflect the value of sharing and uniting the knowledge of individuals for innovation. Because the focus of this project is the knowledge-sharing innovation society and our desire is to unite any parties, aspiring innovators, designers, professional innovators, manufacturers, etc., we have accented the first letters of sharing, uniting, knowledge and innovation using capitals and combined them together. The wordmark typeface is Bauhaus 93, which expresses strength of innovation and honors the ideas of Bauhaus.

R

SHUKNI

R

SHUKNI

The symbol with five merging circles is a graphical representation of sharing and uniting knowledge into something new. The symbol is reinforced with four colors that reflect the different parties within the knowledgesharing innovation society.

R

SHUKNI

R

Figure 87. Logotype identity. Author's images.

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FINAL DESIGN TO MARKET

Business Canvas Model

Table 20 Business Model Canvas of SHUKNI

Key Partners

Key Activities

Value Propositions

Relationships

Customer Segments

· Organizations seeking

· Education with the innovation

· Educate aspiring innovators

· Self-service

·Aspiring innovators: anyone

collaboration opportunities in

in the innovation process to

· Face-to-face communication

with innovative ideas

knowledge-sharing innovation

· Providing an online platform

toolkit

enhance their collaboration

· Virtual interaction

· Skill providers

communities

· Hosting workshops

capability with other parties in

· Organizations

knowledge-sharing innovation · Educational institutes

communities · Use of existing resources in

· Knowledge-sharing platforms

knowledge-sharing innovation communities

· Social medias

· Use design thinking to develop

Key Resources

and create their own project

· Designers and professional innovators

· Platform development & maintenance

· Promote aspiring innovators in · Intellectual/Human

knowledge-sharing innovation

· Toolkit manufacturers

societies

· Platform programs

· Protect aspiring innovators'

· Platform maintenance

ideas

· Toolkit development & manufacturing

· Online website · Workshop & conferences · Partner organizations · Booklet

· Media

· Sale of toolkit

· Premier accounts for organizations

· Rents

· Facilitating workshops

· Consulting

· Cost of salaries

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Channels

Business Canvas Model

Key Partners

Table 21 SWOT Analysis of the Key Partners

Key Activities

Key Resources

Table 22 SWOT Analysis of the Key Activities

Table 23 SWOT Analysis of the Key Resources

Strengths

Weaknesses

Strengths

> many partners with resources > easy to access > partners want to innovate

> the SHUKNI approach needs more testing and refinement > may not be adopted easily

> self-learning with SHUKNI toolkit > provides opportunities for social networking > easy to access through the online platform

Opportunities

Threats

Opportunities

> online platforms can be collaborators > besides university, designers and innovators, other partners rarely use design thinking methods

> possibility of being refused as a partner > political factors

> develop activities separately, in multiple phases > provide toolkits to partners

Weaknesses > difficult to find partners who are willing to hold workshops > an online platform costs more

Threats > aspiring innovators may be not interested in workshops > the toolkit idea is easy to copy

Strengths

Weaknesses

> passionate about innovation in knowledgesharing innovation communities > resources are abundant in the society

> platform development and maintenance requires a lot money > little money for producing toolkit in the beginning

Opportunities

Threats

> at the start of the business, focus on the toolkit only > many online platforms can be partners in the promotion and sale of the SHUKNI toolkit

> costs

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Business Canvas Model

Value Proposition

Customer Relationships

Table 24 SWOT Analysis of the Value Proposition

Strengths > satisfies the needs of aspiring innovators > educates aspiring innovators in design thinking and protects their ideas > sponsor can see the value of individuals

Opportunities > develop the innovation toolkit as the first phase to reduce cost > promote successful case studies of aspiring innovators to mass media

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Channels

Table 25 SWOT Analysis of the Customer Relationships

Weaknesses > platform requires a lot money > may not be adopted easily by aspiring innovators because they have no idea what they can do with it

Threats > high long-term implementation costs

Strengths > easy to access > face-to-face communication helps build relationships

Opportunities > face-to-face communication could be provided by partners > virtual interaction can include instant conversations

Table 26 SWOT Analysis of the Channels

Weaknesses > high cost of virtual interaction > channels limited to faceto-face communication

Threats > High cost of virtual interaction

Strengths > multiple channels for users > the channels vary in size

Opportunities > promote online website to mass media > invite more participants to the workshops and conferences

Weaknesses > The website needs initial investment > workshops and conferences will be few

Threats > partners may be uninterested in hosting workshops

Business Canvas Model

Customer Segments

Cost Structure

Table 27 SWOT Analysis of the Customer Segments

Strengths > large target audience > the approach is applicable to organizations

Opportunities > promote to aspiring innovators > invite aspiring innovator through partners

Revenue Streams

Table 28 SWOT Analysis of the Cost Structure

Weaknesses > aspiring innovators may not be willing to share > they do not know what they are capable of

Threats > the cost of obtaining design thinking may be high for others

Table 29 SWOT Analysis of the Revenue Streams

Strengths > low costs in the beginning > no extra costs

Weaknesses > high cost of platform development and maintenance

Opportunities > divide implementation into three phases > reduce start-up costs

FINAL DESIGN TO MARKET

Threats > cost

Strengths > multiple services > earn money through premium accounts

Opportunities > promote before launch to market > charge commission fees in collaborations

Weaknesses > less income at the beginning

Threats > at the beginning, organizations will not purchase premium accounts

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Growth of Aspiring Innovators

FINAL DESIGN TO MARKET

Implementation Plan

Overview Phase 3 SHUKNI Virtual Hub Phase 2 Phase 1

SHUKNI Workshops

SHUKNI Innovation Toolkit Time Figure 88. Implemetation plan. Author's images.

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The implementation plan can be mainly divided into three phasesÂŹ, Innovation toolkit development, workshop development and virtual hub development. The three phases are determined by adopting rate of SHUKNI, and cost structure. At the first stage of implementation, the business of SHUKNI innovation toolkit can be developed without external assistances. SHUKNI founders are capable of developing all the tools in the kit by themselves. With the growth of adopters of SHUKNI innovation toolkit, phase 2 of implementation will be started to develop workshops and seek sponsors in order to offer real projects to aspiring innovators who has SHUKNI toolkit and innovation knowledge. In the meanwhile, SHUKNI website will constantly be developed since the end stage of phase one. SHUKNI has the vision that at the end of phase two, people will be more familiar with what SHUKNI does and the goal of SHUKNI. With the developing SHUKNI website, the final phase, which is SHUKNI virtual hub will be initiated to market and be served for all parties in knowledge-sharing innovation communities to cocreate with large numbers of aspiring innovators.

Table 30 Implementation Plan Timeline

Month 1

Month 2

Month 3

Month 4

Month 5

Month 6

Month 7

Month 8

Month 9

Month 10

Month 11

Month 12

Phase I: Innovation Toolkit Designing the rest of Modules Prototying Testing and refinement Seeking manufactors Promoting to mass media Seeking sale channels Estimate beach head market Producing Luanching to market

Phase II: Workshops Designing and prototyping Testing and refinement Preparing materials Seeking sponsors Seeking facilitators Seeking locations Producing workbook

Phase III: Virtual Hub Designing and prototyping Testing and refinement Seeking programmers Develop functional demo Testing and improvement Promoting to mass media and sponsors Launching to market

SHUKNI Website Designing and developing Seeking programmers Testing and improvement Functionalizing innovation toolkit pages Functionalizing workshop pages Functionalizing virtual hub pages Promoting to partners and mass media

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CONCLUSIOSN & RECOMMENDATIONS

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CONCLUSIONS & RECOMMENDATIONS

Conclusions

SHUKNI is a proposal for aspiring innovators, who could be any individual with a great idea. The proposal is intended to educate target audiences in design thinking methods to help them become professional innovators. SHUKNI offers three services for aspiring innovators: an innovation toolkit, workshops, and a virtual innovation hub. These services can be accessed by users of the SHUKNI website. They also share a common innovation framework that includes project framing, research, ideation, prototyping, patenting and marketing. Aspiring innovators will be prepared with innovation knowledge and skills and become more familiar with the design process than ever before. As a result, aspiring innovators can collaborate with designers, manufacturers to contribute their valuable ideas in knowledge-sharing innovation communities.

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Conclusions

The Journey The concept came out of a research question: “How might design thinking methods be used to enhance collaboration in knowledgesharing innovation communities in order to attract aspiring innovators?� The initial steps of this project included identifying the problem, target audience, purpose, scope, and significance of the study. Before moving to the next phase, these steps were used to frame the project boundaries in order to make sure the direction was worthy and relevant to design management. The structure was also used to plan what could be accomplished within the timeline.

Secondary research about knowledge-sharing innovation communities was used to define challenges and possible opportunities. The insights of secondary research provide a better understanding of the problem statement.

Primary research was conducted to investigate and better understand design management, aspiring innovators, collaboration, and knowledge-sharing innovation communities. The insight generated in this stage provided further understanding about attitudes, concerns, challenges and knowledge of design thinking methods in the communities. After gaining this insight, opportunities were generated to frame the design criteria.

Using the design criteria, concepts were generated by the designer.

One concepts was chosen to be prototyped after evaluation: the innovation toolkit. While developing the prototype, an innovation framework was designed as the foundation of SHUKNI. Using insights from testing with target audiences, the revised criteria and reframing were generated in order to lead the final concept to market. The final product, called SHUKNI, is a strategic approach that provides an innovation toolkit, workshops and a virtual innovation hub that enables aspiring innovators and other parties in knowledge-sharing innovation societies to co-create.

SHUKNI is marketed as a brand that can be implemented by its managers and designers. The services included in SHUKNI require managers to seek external resources—manufacturers, programmers and other relevant partners that will be needed in the process of launching to market.

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Recommendations

There is an opportunity for aspiring innovators to gain knowledge in developing, protecting and implementing their valuable ideas by using the SHUKNI innovation toolkit. The toolkit can help an aspiring innovator go through the innovation process in order to prepare him or her for the real-life innovation process. SHUKNI workshops offer opportunities for aspiring innovators to collaborate with other parties in knowledge-sharing innovation communities. It is recommended that organizations should join the workshops and the virtual innovation hub to provide resources and opportunities for aspiring innovators to contribute their ideas and make them real. It is also recommended that the patenting module in the SHUKNI framework be more focused, either by aspiring innovators or organizations.

Respecting and protecting others’ ideas is the basis of sharing knowledge and engaging more individuals with innovative ideas to contribute to the society.

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REFERENCES

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141

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Annotated Bibliography

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APPENDICES

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145

APPENDICES

Table 29 Project Gantt Chart

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Appendix A: Project Plan

Appendix B: Research Matrix

Table 30 Research Question Matrix

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APPENDICES

Figure 89-97.Signed consent forms. Author's images.

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Appendix C: Signed Consent Forms

Appendix D: Transcriptions

问题 1: 你的资源知识共享的定义？

问：你对知识分享的定义是什么？ 答：比如说一个人有一个技能，或者他对某个方面的只是了解的特别多，他就会愿意把这个东西 分享出去，比如说老师上课的时候，还有就是俱乐部，比如打猎的钓鱼的。 问：你对知识分享的定义？

问：之前有没有这方面的经验？

答：就是一种知识的交换和新的认识新的了解。就是有可能就是我交换给你一个 A 你本身就有一 个 B，你 A 加 B 可能会得到 C。但是必须是我知道 A 的前提下，我单独知道 B，不会产生任何关 系。但是通过知识的交换和叠加会产生一些新的东西，会产生一些思想上的碰撞。会有启发创新 的东西出来。 问：你有没有之前在知识分享上的体验？ 答：有一些体验，当我以前和不同学科的人和不同专业或者是不同年临段的人不同文化背景的人 合作的时候大家会给对方带来一些新的东西。这些东西可能是你之前不了解不知道的。比如说别 的学科的东西你根本不会掌握的技能，你学会了新的技能的同时对你自己是有帮助的。而且你在 交换的过程中你也在了解跟理解对方。这有助于你们合作，当你在了解了整个团队跟理解的过程 中，有助于团队的做。 问：为什么你想知识分享？

答：上学一直都是一种接受知识的过程，比如听老师讲的，这一类都是知识分享。还有同学之间 讨论分享，这个感觉到处都有。新东方是其中一个例子，也有就是那种比如说在新东方你学托福 是成体系的，平时的话就是找一个人当场学一些技能。比如说我临时的学一些技能，我跟我女朋 友学打一个鸡蛋什么的。特别多。 问：你在知识分享里面主要目的是什么？ 答：学就是为了用的上，学托福就是为了考试，然后学打鸡蛋就是为了做饭。那个是当时因为她 做饭需要帮忙，当时需要使用这个东西，也不算是自己主动意愿去学的。就是说学了以后那一会 儿用完了以后就完事儿了。相当于别人吃饭一样。 问：那你怎么样把你的专业背景相关到知识分享上？

答：因为如果不分享的话就跟闭关锁国没有什么两样。在现在这个知识传递比较快的，而且是互 联网比较快的时代，是个信息时代，你可以不分享但大家都在分享。你如果不分享你完蛋了。

答：比如说本科学家具的时候，比如说在车间做木头，做模型的时候，就是经常有一些技术什么 的跟别人学，掌握以后你就会帮助别人。那个时候一个班十几个人在车间做东西，大家一起做东 西就是相互帮忙。在那个圈子里不断的有流动的只是。

问：你怎么把知识分享相关到你的背景？

问：现在你做的设计管理专业的，跟知识分享怎么相关呢？

答：比如说设计管理者是一个很有意思的职位，他相当于是一个枢纽，链接了很多职业背景不同 领域的人。工业设计师就是其中一个。他在链接这些人的过程中，他也是作为一个中介作为一个 交换枢纽。他也企图让大家进入一个比较融洽的工作氛围，通过了解对方。所以他可能会有一些 方法或者方法论或者模型这些东西去帮助大家分析，或者帮助大家了解一些信息。这是可以非常 好的用在知识分享当中。作为一个工业设计师的话，那他可以设计一些产品或者服务，通过这些 东西来帮助大家了解对方，交换的话或者是一起来进行头脑风暴，讨论一些东西。像设计管理者 可能主要是一些方法论，但是工业设计师的话更实物的是的东西。

答：还是很多的，因为有很多设计管理里面好多课都是一个小组一个团队做东西，然后这样的话 你一个团队里面当然每个人的背景不一样，每个人掌握的只是不一样，比如说同样读一本书得到 的重点不一样，所以大家一起讨论的时候就不停地在分享。还有一个就是比如说我跟别人我门专 业的时候，设计管理，人家听起来感觉很奇怪，跟别人在讲的时候就是说让别人了解这个。但是 这个都不是一个系统的成体系的知识，就是一些普通的一块一块的。就更像信息。

问：现在有什么已经存在的知识分享的实践跟平台？

答：就是比如说出国留学的网站，评论什么的。像我就招的中介，有很多都是他们自己申请那个 的。自己申请就是有什么这个不懂啊就去什么论坛，看别人发的学习一些东西。最典型的例子就 是 Quora，就是美国的知乎。它就是那种跟回答问题的网站，这个网站比较专业，在上面的人比 如奥巴马在这个论坛里面分享了自己关于医保改革的所有细节信息。 信息量也不可靠。看上去我们每天读了那么多别人讲的东西，但是有好多都是假的，还有好多听 问：他们这些平台的好处有什么？对社会会带来什么样的好处？ 了以后就还是一知半解的。

答：我觉得知乎是一个很好的平台，但我觉得 kickstart 也是一个很好的平台。我经常有时候会上 这个网站是因为会看新的东西从而得到一些新的想法，而且这些东西都是可以投产的。不像我们 之前看到的概念，它是实际的东西。所以 kickstarter 会有各种各样的东西，不过我还是发现我喜 欢看产品类服务类的，像游戏类的我就没有什么太大兴趣，可能还是跟个人兴趣有很大关系的。 其实有一些 YOUTUBE 或者直接 GOOGLE 可以学到很多东西。像 Pinterest 也算，我觉得任何的那 种社交网络都是一个知识交换分享的平台。 答：挑战就是知识产权的保护，或者有一些专利的问题。可能会抄袭之类的这些方面的。从设计 问：你觉得这些平台的好处是什么？ 角度来讲是这种。其他的挑战大概是有些用户有些研究对象他可能不会主动的原意去分享他们的 答：他们的好处就有点跟你之前问为什么有点像、 知识。这可能会是你的一个挑战，他可能本身是一个比较封闭的，他可能会接受但是不会去分 享。这种人其实很多。这种人也是你的挑战，这就是一个不公平的事情。或者你怎么能保证这个 问：那这些平台会遇到什么样的挑战？ 东西是他真正想要而且有意义的东西。他可能就会说一些有的没的，虚无缥缈的。他可能不会说 他真正想要的。这个就是用户普遍存在的现象。

问：有没有一些已经存在的帮助你去分享的平台？

答：他是基于互联网带来的好处，就是你得到东西更加的快了，得到信息的速度比较快。会有很 问：还有没有什么这种平台的挑战吗？ 多本来不报希望看到但是找到。但是所有网上的东西都是不成体系的，论点什么的网上的一个回

答：我觉得总体来讲还是比较方便的。但是就是一直掌握每个成体系的那一个方面知识的还是书 答好厉害。但是真正想掌握的话就要去看书，看了那本书，里面的东西都是系统的。因为毕竟就 比较重要。别人那种课讲得课比较重要。像那种论坛全文字的话，如果没有自己去实践还是用处 是一个答案就几百字，很短，不能讲得特别精。这也是互联网上的好多工具的缺点。信息量也不

问：你是怎么去这些人在知识分享上的合作？ 答：我觉得是你首先要理解对方，因为大家都其实是属于不同的领域当中，思维和想法和做事的 方式都不一样，而且可能你们会分歧很大，像我发生在我身上的，我是一个设计师，然后我跟一 些工程师合作的时候就非常想抓狂。但是你过程就是适应过了以后你回头再想你会觉得你可能需 要去试着理解对方，需要试着去沟通，是一个沟通问题。你需要有一个很好的沟通，沟通技能。 你不可以说把这个事情一直埋着，某一天就炸了。你要找到一个我觉得最好的点就是你能去理解 对方，了解对方。你要了解他大概是怎么工作的，他大概会涉及到什么东西，他平时的一个状态 是什么。所以像在研究的时候 FLOW 是一个非常好的帮助你去了解对方的工具，有点像破冰游 戏。当你真的处在他的环境的时候你就会理解，有些事情你就会理解他，站在他的角度想问题。 说白了就是一个同理心的问题。 问：你现在在合作中的角色是什么样的？

不大。因为学习了以后需要实践。有一些论坛网站有一群人里面会有几个人在一个方面的问题会 回答的非常好，就会举办一种小型讲座去分享他们的经历。 问：你有没有想过他们的这些想法可以有一些创新的目的？ 答：我觉得那些东西收获是暂时的，就是你那个时候很需要做一个项目，很需要找那方面的知 识。但是也许就是在那一个星期里面对你很有帮助。之后就会被你转化变成你方案的一部分。但 是这个形式还蛮好的，像国内知乎上面的，有个人相关健身的，后来回答回答就出书了，书也卖 得很好。他回答问题的时候就是回答非常细节的一个部分，但是合起来了以后就是一个体统的健 身书，所以卖得很好。

问：你在这个知识分享的合作中预期的产物会是很么样的？

A: 一般我觉得是同领域的经验分享比较多一点，就比如像最简单的就是学知识。比如你要选一门 课，你就会问其他同学选过这个课的问这个课跟哪个老师好不好怎么样的。或者说是在 SCAD 里 面有什么 tricky 的事情怎么解决。比如怎么 waive 前置课什么的。

答：我进到这个领域里面，我想让我的专业能被他们所用。另外一个呢就是可以认识不同行业的 人。我能够从他们之间学到他们专业的一些东西，比日说我跟一个设计师合作的时候，我会想会 去观察看他的想法是什么，我会把那些整下来的经验运用进去以后在工作当中。或者说我会观察 消费者喜欢什么样的，这个时候我会从他们身上学习这些东西，也就会投入到下一步工作中。或 者说这个 maker 我也会跟他们沟通，去学习他们的这些经验。然后这些经验学到手以后还是会对 于你自己很多的工作有提高。提高了以后你就会接受到更多更高层次的人，这些专业人士。然后 你会大家一起一点点越来越整合，那个行业就会更加的越来越好。如果都是跟专业人员在一起的 话，自己的曝光就不是一个主要考虑的东西。因为要是说跟设计师大家在一起做知识共享的合作 的话，他们需要的是你的专业的知识，你也需要他们专业的知识。这个时候大家一起做一些什么 东西的时候，还是以作品和产品为中心。但是如果你的团队里面是有客户消费者的时候，这个时 候呢你要看你的位置。如果你是团队的领导者，那这个时候你的东西呢就是你的品牌就可以去呈 现一下。但是如果你是一个普通觉得，你需要以你的团队为主，不能以你自己为主的宣传为目 的。不能说到时候人家在一起做东西的时候，你老去推销自己，你应该推销你的团队。我觉得这 还是看你的所处的位置。

问: 比如说在 business 领域 在工作的时候也需要知识分享相关的 A: 需要这些东西的时候你一般会找合作伙伴，自己在网上找一些资料等于先去预习一下，就是说 这个相关的领域你需要了解什么。比如我在做一个产品我在做一个广告，一般我会去找几家公司 然后比较一下，问同样的问题。把他们回答的答案的共同点，至少这些东西不会被坑。 问: 你的目的是什么，在知识共享这个领域里面？ A：弥补我自己知识的空白，然后或者是找 partner。如果我这个知识一时没有办法填补的话，那 能不能找到有谁能帮我把这个问题解决掉，对吧。就像我们的知识是建模，但是不是在做市场跟 机会这块儿。你就要找市场部的人这个东西怎么做，他跟你说了一堆这个时候你也不一定知道， 其他人可以再说加一点什么。这个社区有两个用处，从设计角度上说设计师不用自己去头脑风 所以就找他把你的这市场的部分做了，然后给他一部分钱。 暴，这个社区就是一个头脑风暴的一个变体跟环境。第二点他们通过这个头脑风暴环境去看有多 问：你会怎么把你的背景相关到知识分享上去？ 少对这个设计问题本身感兴趣，会 engage 进去。然后进入以后他们会拿这个作为一个市场预测的 数据。 A: 其实是这样的，就因为你是这个背景，你的背景决定了你会走怎么样的知识分享或者找那一部 分人知识分享。 问：提出这些想法的人会得到什么？ 我要去寻找一些别人的信息，我需要别人去帮助我去做一个项目。我也可以反过来想，我也可以 A: 提出想法的人会得到什么，其实我觉得他们最终倒闭的原因是因为他们分赃不均。就他们当时 去找一些私活或者机会。这是双向的。 是说可以相关人员可以分到什么利润之类的。但是他们没有细说，我觉得不可能每个人在那儿你 说一句我说一句然后总共两百个人在那边，不可能两百个人每个人给一些分红。所以不知道他们 问：有没有已经存在的一些平台可以帮助你进入知识分享的社区 利益是怎么分配的。所以我觉得你可以给这方面做一个调研。比如说对这个公司的。 A: 在洛杉矶有一家叫 cookie，但是倒闭了。这家公司我当时去面试过，他们给我介绍了他们的运 最后还因为他们这家公司有他们的工作室，他们有一些资深的设计师就会把想法做出来，然后放 作方式，他们是以一个社区为基础的设计咨询师（consultancy）。这个社区为基础的作用在于分 到市场上去卖，他们自己的网站就像一个卖东西的网站。后来我就没有跟进，因为他们招实习的 享设计想法，然后比如说一个人在这个社区里面说拿杯子喝水很烦，另一个人说对我也觉得很 时候不给钱，所以我对他们这个公司没有很好的印象，而且公司规模不小，在一个旧仓库里面大 烦，有什么办法可以改善一下吗。之后就会有一些设计说这个想法还行，其他人可以再说加一点 小跟我们系馆差不多大。当时是一个非常大的公司，在纽约航空母舰博物馆旁边。所以就是说你 可以去看一下，后来我听说它倒闭了还蛮开心的。 问：你还知道或者听过一些其他的平台，你觉得 behance, pinterest 什么的?

A: 这些都只能算一部分，我觉得这些都只能算一个设计师对自己包装销售的平台，包括 youtube 也能算，只不过他们的市场没有往这个方向做。所以我觉得他们并不是专门往这部分做。他们的 目的也不是说要把你培养成一个创新者。这个是有一些自己想成为创新者会去寻找的地方。 Tedtalk 也算是一种知识分享，或者说个人观点分享。我觉得 Tedtalk 的形式更像百花齐放的讲 坛，让大家自己阐述自己的观点。 问：你觉得这些平台带来的好处是什么？ A: 门槛比较低，大家都能进入到这个环境里面，关键在于你知不知道怎么用。还有就是看你自己 如果作为分享的话就是说作为学生的话就会上去看看作为专业人士他们做的东西有多好。你只能 怎么去利用。说这个人作为设计师他可以做到这个地步，但是他是怎么样成为现在这样他不会放上来。 你只能 问：那你在这个平台里面有没有跟人合作过，通过什么样的方式?

A: 只能说是一种可能性吧，就把又需要的有供需关系链接起来的可能性。因为你没有这个东西的 话你是完全不可能知道，你有个这个东西的话你可能会很快的知道。会带来一种可能性。但是这 A: 你所说的合作是怎么样的合作？ 个可能性的质和量就不是有保证的。又是后 behance 上有个人的东西看上去很牛逼但是真是的能 就比如说我们是设计管理背景，你有个项目要来，你需要找人合作，在这个合作过程中你是怎么 力就不知道了。就是他们的真实性比较难确定。 发起的，你是通过一种虚拟的方式还是面对面的合作 问：这些平台的挑战有什么？ A: 其实是这样，有一次，我本人的观点，就算你的东西再牛，我也不敢直接通过网站上把项目给 A: 比如没有保证的信息都算挑战，还有就是说他的东西就放在那边，大家到底需要怎么用都不是 你做。因为你的能力可能很强，但是我不了解你的个性也不知道是不是有保证的。虽然我给你签 很清楚。就比如 hehance 我也是听别人说比一个其他的平台要好，为什么要好呢因为我可以看到 合同，但是最后那个人完不成工作，就算赔了我钱亏的也是我。所以我不会通过网上平台去找合 很多的东西，虽然他们两个东西都是来找工作的，都是拿来秀自己的作品集。但是就是 behance 作者。但是别人却通过我的 behance 来找我画一些画那就是说我的话因为我自己的做人凭良心的 就更加的个性化一点，你用的环境什么的都会比别人好。而且界面设计什么的都别别人好。但是 态度给他做。就是说我不会拒绝别人对我的合作，但是我的话非常难以相信说这个 base 可以找到

问：比如你想跟别人合作的时候，别人需要你的技能知识，你会怎么样跟他们合作？

问：你会有什么顾虑在这个合作过程中？

答：我未来想往设计管理者发展，并不想一直做一个工业设计师。我目前想毕业了以后先找设计 管理的工作，如果找不到的话先做工业设计师的位置。设计管理者不太可能一毕业就找到，我可 能毕业了以后可能会先找 researcher 的工作。但是我还是不希望做工设这一块儿。我可能会考虑 成为创新者或者企业家，但是也需要看人生的蓝图是怎么发展的。这个东西说不定，主要是因为 身为一个女性，这些东西就比较复杂。

答：还是得看自己的验证，还是得自己先有去验证跟判断的标准。我现在这个阶段能分享给别人 的都是很小的零碎的，就是比如说这个具体这个木头怎么切啊孔怎么打什么的。

答：我觉得吧，如果人在合作的时候，如果是在一个愉快的氛围里，效率会非常高，而且结果会 非常好，大家心情也很愉快。你也会更加了解这个人。你可以从这个角度出发。或者你可以换个 角度，让我们怎样避免不愉快的时刻发生。不愉快肯定会有，那当不愉快的事情发生的时候，你 该怎么办。Guideline 或者锦囊包。或者你可以把它换成一个更抽象的东西。你可以让他通过这个 过程然后来理解。他可以是一个非常虚的东西也可以是一个非常循序渐进的东西。它可以在潜移 默化之中你都没有意识到的时候你自己就已经发生改变了。

问: 你有什么这方面的经验跟经历吗？

被告知一种可能性就是将来你可能会牛逼到这个地步。 问：他们会给这个社会带来什么好处？

问：你未来是想在什么样的角色？

问：还有什么你想跟我分享的吗？

答：实现的难度、实现的成本。有一些想法呢非常好但是可能实践性太差，非常有挑战性。有一 些想法不一定切合实际。如果说有一群人能跟你在一起做的话，你有充足的时间跟资源，有一些 想法还能实现的，比如说一些难度大的一下作品，你需要花时间去调研，去准备，去拍。另外一 个特别大的挑战就是你不是每时每刻都有想法。所以说我才觉得那些网络上的信息那些论坛跟别 人的想法需要看。比如说专门去找一个什么活动去参加，因为我们现在这个年代不是 18 世纪，你 去看个美术展然后所有东西都很慢，现在所有东西都很快。你周一把作品发出去以后，第二天就 得开始着手第二个作品，先在速度非常快。你就需要在网上找一个特别快的媒体看其他艺术家的 作品，最新的潮流上的那些东西需要去实时关注。

答：我还没找过，我目前就是单方面地看别人的经验跟知识为主。就是比如说现在看他的网站就 是先搜看他们有没有回答过，没有的话就自己问一问，邀请别人来回答。

答：还是基于问题的大小，就比如说那种小的问题跟事儿，就肯定在网上能说就说。如果遇到比 较大或者重要的问题，面谈比较好。当然因为你在网上看不见脸看不见面，有时候会有一些误解 造成。就是应该是通过他那个平台联系会比较好，就是因为他比如说这样一类人他们就是那种问 答网站比较红的那些人，他们基于那个网站，在那个网站里面看，比如知乎什么的。

答：比如说个人的顾虑，我这个人脾气不是很好，我脾气不好呢我有时候也不会收着，所以我的 顾虑会是给别人带来一种不好的东西，我会不会使这个情况变得更糟，那我有时候可能会克制自 己，我现在在练习这个过程。而且我觉得我取得了一些进步，这是我的第一个顾虑。第二个地方 你顾虑到有可能你是一个很开明的人，但是怕就怕遇到一些不开明的人，他们就不愿意合作，不 问：你对在知识分享的合作里预期的产物会是什么？ 愿意去理解你，也不愿意去做一些牺牲或者让步。那你遇到这种人的时候尤其再加上我这个性 答：这个很有意思，因为现在就是分享知识有一个问题就是语言方面的问题。就是有一些东西大 格，我该怎么办。这个就是我的一些顾虑。其实不怕你遇到不同领域的人，只要他开明，这些都 家不一定能表达出来。就算用同种语言也很难表达，随意用异种语言的话，你的想法很有可能会 好说。所以我觉得这也是一种自我的修养，所以我最近买了本孙子兵法。就是这种还有很多事情 被误解。你讲了百分百，他只得到了百分之十，而且还不是重点。可能会存在这个效率利用的问 需要学习磨炼。为人处世的都是一样的、 题。我觉得这个是一个大问题。如果这个问题解决了的话，而每个人又达到了这个水平，高素质 的话，这个就感觉非常。这简直就是一个共济会的阴谋论。会是一个共合体，你又不可能保证所 有的人都是纯洁的。你要进一个耗子屎的话就完蛋了。但我觉得这个很难很难。

A: 一般是找朋友吧，相对自己相信的朋友跟自己认识的人，另外我还习惯做一件比较凶残的事 情，直接去找到音乐学院的人。直接去比较专业的地方，抓到谁就问谁，但是呢这里面有个问 题，就是你不了解他，你不了解那个专业。所以说就会有些事情比较难办。可能会被坑而且被坑 的概率很大。

问:你会通过什么样的途径去找需要相关能力或者经验的人？比如你需要跟音乐相关的知识。

问：那你怎么样跟那一些分享知识的人合作？

答：我属于现在这个比较 tricky 的问题，因为我是工业设计的背景，但是我同时又学了设计管 理，所以我现在在的位置就很尴尬。就是我现在不是一个团队领导者的状态，但是我会帮助调 解。所以有时候我什么都干，我肯定该干活的时候得干活，该调解的时候得调解，该出力的时候 还得出力，大概是在这么个比较尴尬的位置、

问：你在知识分享的合作中会有什么顾虑？

A: 如果是 online base 的话就是比如像我们学电脑 就会在在 linda 上面看别人的教学视频比如 youtube 什么的都可以看这些视频，或者就是你要学犀牛，你就会去专门的社团博客看别的内容 和跟你交流。有点像论坛，这主要是 online。如果是私底下交流的话就会去找比较牛的人问他们 的经验，向他们去学习。

问：你在知识分享社区里面合作的时候预期的产物会是什么？ 答：掌握更多的知识，但是如果是一个长期合作的过程是最好的。如果是长期的话就是分阶段分 体系它还是要成体系的，因为不成体系的东西都后来都没用的。一定得是要长期的。 问：又没有其他的例子。 问：你怎么用设计思维在合作过程中？ 答：视觉的表达会更有效率，图比字表达得快，更吸引人看。但是有可能那张图表达不出所有的 答：最重要的就是用户测试，是最重要的。因为设计思维就是说在这个阶段过后要回过去验证的 观点，表达不出背后的意思。会有信息缺失，所以需要信息结合。 最简单答案，它不是一个线性的，它是一个环。用户测试是很重要的一个环，所有的想法都要在 问：你觉得设计思维的好处有什么？ 这个用户测试这一步经受真正的考验然后再回过来考验以后再继续。设计思维会让沟通更有效率

答：就是更有效率，还有它是一个体系，就是你可以像那种你想到这里是这里那里是那里，所有 都是散的，一张纸上到处都是点。像这种设计思维因为我们现在学的，就可以有效有系统的表达 我们的想法。 问：在应用设计思维在合作过程中会有什么挑战？ 答：我记得之前我看过一个文章，讲的是设计思维已经死了，但是我忘了那个文章具体讲了什 么，我觉得你应该找一下这个文章看。 问：你觉得对应用设计思维在合作里面有什么未来的可能性？ 答：因为我现在还没完全掌握就是通过到应用的过程。我觉得它现在跟传统的思维方式比起来是 比较新的，比如可以应用在其他行业的。因为这个设计思维有设计这个词，但是不一定一定要应 用在设计里。我的 项目要做的有一个话题就是怎么用设计思维方式来推动一个传统行业，比 如体育，美式橄榄球，是比较传统的话题，但是设计思维是比新思维。看有没有什么机会应用它 们。理论上都是可以在其他行业应用设计思维，但是需要验证。目前还没有什么人在应用。比如 之前我上 503 有一个同学，研究的是设计思维在服装设计产业里面的应用，其实目前还没有。所 以说你现在这个有实践的可能性，但是具体会怎么样还不知道。 问：你觉得设计思维可以给各个部门的合作带来一些机会呢? 答：按照我的猜测应该是会有的。它这个是和之前的传统思维方式不一样。我还不知道他们那个 行业的人给的惯例的思维过程讨论过程是怎么样的。还是得研究。它在其他很多传统行业里面是 没有应用的，我觉得这是一个好的机会。

令我相信的人。可能会要通过一些谈话或者聊天之类的。但是这方面我还是觉得有一点不可信。 他们可能通过一些网站看到你的东西，然后问你能不能帮他们做一些东西。然后当时是帮一个五 金公司画加热器，然后他就说你能不能给我们出 50 张草图，然后我们给你多少多少钱，然后怎么 怎样，我就说你先给我一个押金吧，然后他就给了我大概百分之三十。但是当我把所有东西给他 以后他就再也没有给我钱了。就是这个信誉上的事情还是很难说，虽然我没有合同，但是你们之 间的商业都不到 5000RMB，法庭也没有办法受理。那你不会因为不到 5000 的案子去话费 5000 去 打官司。所以这个东西到底怎么样保证，这个也是一个挑战。然后你说想到怎么跟别人合作我倒 是想到 LINKEDIN，我觉得可能大家出于要找到雇员的那种本能需求，生存。然后大概可能会更加 诚心一点，因为毕竟我看你以后要物理的长时间的去工作。或者说我找一个 online 或者兼职的也 会更严肃一点。因为想私活的网站就是大多数是一次性的。 问：你会在这个合作里面的顾虑什么的，你刚才也聊到了很多，比如信任。还有没有其他的顾虑?

A: 就是说用这样一个人，用他的方法去弥补我的一些顾虑和挑战什么的。我在沟通的时候，尤其 是在跟美国人沟通的时候，画画成为一个重要的手段。然后但这个不是最主要的，我觉得设计思 A: 还有就是沟通方面的顾虑，就是说他人很好他能力也很强。但是他在中国，我没有办法跟他联 维当中的用户为中心的技能给我的影响最大。因为你要设身处地为别人考虑，你从别人的立场你 系。这种算是客观的人为不能解决的问题。而且肯定会有 misunderstanding，特别是在产品设计 可以了解到别人到底在想什么，这个的话对我的影响比较大一点。而且就是我不是在设计思维那 方面。因为有很多东西你不能给他看。比如说做一些平面设计的东西，你画出来以后从这步到这 本书里面学到三个 gears of 商业模式。我的话就是一般跟着这三个 gears 来把自己的 idea 给商业 步，这还比较容易沟通。但是你很多都是产品设计的东西，你说你三维的要一个曲线有多深，你 的人说。而且在我之前的实习的时候得到了一定的证实，比较有用。而且你的设计的步骤人家就 拍一张照片我摸不到。然后有些东西就是说的难听点就是淘宝上照片照的很好看，他的照片也能 非常清楚。说你确实跟这个用户做了测试，那你做的东西会比自己拍脑袋要来的合理一点。然后 拍的很好看，帮你光线打得很好，一打拍得很好但是拿到手上就是很烂。这种东西还是根据项目 你把你的草图画出来，你来表达你的想法来给别人说，就很清楚。你的观察什么 你的照 来说。 片，然后包括你的解决方案是什么。这个一步一步的清晰的逻辑为什么这么做，点到点的就非常 问：在合作的时候你的预期的产出物会是什么？ 清晰。不像一些大师就是有点太主观。第三，那我已经把我要做的东西做出来了，你的商业策划 可以跟我的用户群怎么去做。就是他们就知道你的下一步是什么。这是一个很好的工作进度，都 A: 把事情做好，或者得到我想要的东西。能把一些挑战成为不是太大的问题，希望能遇到一个人 有一些跟市场部的合作。那我的东西证明因为好用又好用又有人去用，那你想办法去卖吧。 在合作的时候这些问题就不是问题。 问：那你觉得用设计思维方法的时候有一些挑战是什么？ 问：你之前的经验里面有没有用过设计思维在跟其他人合作的时候?

A: 沟通，有一个挑战就是说要团队里面的人要说一种语言或者一种思维语言。比如说我想表达一 个意思，说是一个准备的渠道，但是不专业的人就会说把这个产品带到市场上。这只是一个开 始，但是要走一条走向深度的路的话就是有很多很多专业的词在哪里，然后这个带到市场上去这 个概念很广，很难聊到之后细节上的东西去。但是渠道的话会有非常细节的方法。所以表达不同 导致不同专业背景的人说不同的语言。不单单是误解，我觉得最可怕大家不想相互沟通，就会导 致你做你的我做我的然后大家相互嫌弃。带着目的的去沟通会比思考怎么去沟通来得重要，从这 一点来说 empathy 更重要。就是你跟市场部沟通之前你得去学习一下人家关心什么，为什么人家 的产品能卖出去，你的卖不出去，你需要考虑你的产品问题在哪里。 问：你人为设计思维在团队合作里面在未来有什么机会？ A: 我觉得这两点回到你的问题陈述跟机会陈述里面去找。对我来说创业者，我没有这么多的合作 商，我可能会在这个平台上找到合作商，如果你能帮我找到很可靠的合作人。如果我是个设计学 生，我不想花费太多时间去买教程，能不能通过你的网站你的媒体让我能快速的学会我想学会的 东西，甚至让我开眼界，我最担心的就是我在这个领域的空白，我还不知道外面有什么。就像有 些人进大公司进的时候很牛逼但是过了几年就不牛逼了，就是怎么样在这个过程中一直不停的学 习，这是对一个学生跟已经在这个行业里面的人一个很好的机会。最怕的就是很多人不知道自己 应该学什么，不知道自己应该知道什么。这是我最害怕的事情。不知道自己应该学什么。还有我 穷我不想花钱去学，我不一定要成为创新者，但是我怎么样能不花钱学到去 MIT 学到知识，我不 想要学位，但是我想要知识。然后我可能会进入这个知识分享 community 里面。 我觉得 free, credit 和 会是一些机会。Credit 是对自己以及大家的保护。

问：在这个知识共享的社区里面有没有什么未来的机会？ 答：就像以前很早的摄影团体 Andrea Adams 他们成立的叫 F46 组织一样。好多好多摄影师聚在一 起，大家都喜欢一个类型的拍摄的题材。如果这个知识共享社区有能力把有相同想法、相同愿景 的设计师创作人员制造商聚合在一起的话，那我觉得这个他们创造出来的最终产品可能会非常非 常有利，因为首先大家是为了自己喜欢的东西而不是为了工作而工作。有一些时候你在设计公司 或者平面公司里做东西不一定是你自己想做的。但是如果大家是自愿的，都是来成立一个小组， 这个小组里面的人肯定都是想做，想做一样的事情。我觉得这样的话因为做自己喜欢的东西投入 问：你怎么定义知识共享？ 的也就不一样。如果有机会参加这样的小组里面，这样共享的组织里面的时候，我觉得会有碰撞 答：其实最简单的知识分享就是书籍，网络，然后还有像博客，还有像网络论坛之类的。或者是 出火花，大家会彼此激励对方，会有更好的想法出来。这也是知识分享最大最大的优势。如果说 研讨会，开的各种研讨会比如说像有一些国际的，包括像 CES，忘了具体的你查一下，展览，还 大家想法都一样都想做这个东西的时候，你可能一个人想的时候不全面，但是很多人想的话会有 有红点设计这都是知识分享。其实只要是信息流动的都算知识分享，如果你要是想狭义的定义知 很多不同的角度。而且你在这个过程中你能成长能学习到更多的东西。反过来在自己创作设计的 识分享的话就是信息的传递和共享。 过程中你会用到这些知识。毕竟一个头脑还是太少了，如果有十个跟你想法方向一样的人跟你一 起想的话，这个概率就会非常非常的大，这个概念或者想法就会非常非常的丰富。 问：你之前有没有什么在知识共享领域的经验和经历？ 答：我觉得最好的最快的这个信息传递，知识分享，网上是实在是前前期，一般是报纸，杂志。 杂志我曾经顶过很多很多的杂志，然后杂志是一个非常好的的途径。然后进入网络时代以后，我 觉得像论坛或者一些讨论区或者是这些虚拟社区是非常好的知识分享。包括像现在特别流行的， 叫 tumbler，推特，或者甚至于像 youtube 都是非常好的知识分享。然后更专业一点的想威尔猛， 那个也是特别好的给向我们这种视觉艺术家或者说像那种搞视频的人，还有像 behance 或者 都是很好的知识分享的平台。但是如果说现在线下的知识分享的平台我觉得还是传统的一些纸类 的，就是书籍类的，有一些论坛跟 workshop，在线下的时候可以约一群人在一起做同一件事儿， 都是很好的知识分享的平台。 问：你主要在知识分享平台里面的目的是什么？ 答：主要目的第一个就是获新的信息，因为现在在任何一个工业，无论是工业设计也好传统平面 美术也好，信息的流动和信息的获取是特别重要的两个方面。因为你首先要有新的东西新的作品 新的想法，你要有平台和媒介去发表出去，我觉得就是对我我来说，知识分享主要还是传播我的 想法和作品，然后我们看到的让别人认识到你，我还能看到别人新的想法和作品。然后去得到一 些启发。然后更全面的了解我们所处的行业。 问：你是怎么样把你的专业背景联系到知识分享上去的？ 答：比如说作为一个摄影师的话，我就是所选的这些课也是，你要把你的作品发表出去，你需要 参加各种集体展览，或者是能刊登在各种杂志上，这样的话你就需要有信息的流动，你要去找。 然后这个时候呢，你的看看我举的那些例子那些工具就起了作用。比如说各种媒体，各种搜索引 擎会帮你提供这些信息，它这些信息提供者不一定是哪儿的人或者杂志的人，他们有可能是第三 方的。可能杂志把他们的信息或者说这些终端的这些出版商把他们的信息发布到网上，网络上再 传播到我们这里，然后我们再获取这个信息再把我们的作品反过去再发过去发表，最终出版商这 样这是整个最简单的流程。 问：他们这些平台的好处是什么？ 答：我觉得最大的好处在网络上虚拟空间里面就是成本非常低，就是时间成本和物质成本非常 低。因为你可以很轻易的就获取海量的这些信息在网络上。比如说你打开某个论坛你可以获取好 多好多信息。比如说你去摄影论坛，摄影的平台论坛里面你会很容发现最新最近的这些新的摄影 的关于艺术家的信息，作品集之类的。然后我觉得这是它网络虚拟空间最大的一个长处，而传统 你可以看到他在现场解释他的想法跟作品，你可以提问什么的，这样互动比较多一些。当然获取 的纸体媒介，或者说亲自出场的这些论坛 workshop，会让你的社交面变得更广，认识到更多的 信息最简单最直接的办法就是网络。 人。你会认识到摄影师，你们会面对面交流，这样的话弹性比较多一些，你可以看到他在现场解 问：这些平台有没有面临什么挑战？ 答：网络最大的挑战就是虚拟的，虽然节省了很多时间跟物质，你不需要去买机票飞到某个展览 或者 workshop 坐在里面听讲座啊或者跟同行去交流。但是网络的限制，交流的方式还是比较单向 的。你想在网络上参加一个展览认识更多的作品，现在网络上还是做不到。因为你自己在网络上 看图片跟你亲身到展览馆去博物馆里面完全不一样。我认为最大的挑战对于传统媒体来讲，最大 的挑战就是现在去参加这些活动的成本也高，然后人的时间越来越少。对于新欣的网络空间来 说，没有那种触感，没有那种直接参与的体验，体验比较虚。 问：你怎么样跟那些人在知识分享里面相互合作的？ 答：我觉得首先呢如果有人对我的工作和作品有兴趣的话，首先要会让他们更多的了解我，看我 的网站看我的作品。然后如果有机会我会需要机会跟他们一起合作。而且合作还是要在一起面对 面合作，因为不像有一些工作你可以给他分成几块，有人做界面有些做架构框架。但是摄影这个 行业只能有一个人说了算，摄影师是整个团队里面只能有一个，只能有一个人去安排这些事，剩 下所有的人都算是助理。然后如果有的人喜欢你的工作和作品的时候，他只能说是帮你实现想 法。但是如果说是跨行业的，比如你现在有个跟时尚杂志或者其他行业的人合作的话，那这样的 话你更需要去面对面接触一下。因为你要更多感受对方的想法，因为你知道做这种任务的工作的 话，你必须要把客户的想法或者其他人的想法，因为他们喜欢你的作品才来找你，但是你需要把 他们的想法用你的形式做出来。者里面有比较麻烦的过程，所以需要面对面交流。 问：你在这个合作的里面处于一个什么位置或者角色？ 答：如果是我自己的作品的话，那我就是创作者，我就是有想法实施想法的那个人，把想法相处 来把想法做出来。如果跟别人合作一个作品的话，比如像拍一些商业作品的话，人家拿来东西给 你拍的话，那么你主要的角色是把人家的想法实施出来的角色。你可以理解为一个 maker。我创 造的东西是虚拟的抽象的。图片什么的需要反映客户的需求。 问：你未来希望在这个合作中想要的位置或者角色是什么？ 答：这个问题需要一份为二，如果是艺术这方面只能是你自己，因为人家看的是你的想法。人家 看的是你做出来的东西，那种买家或者艺术搜藏家杂志也好，他们是想看你拍的东西，需要想好 拍的视角，这样就会需要摄影师非常非常独。其他人就会助理，不需要看人家的意见，这个东西 就是私人创作。就是非常专的东西。比如说我想拍一个东西，别人不能插手让我去怎么拍，那个 东西的话就是纯艺术。如果我要拍商业的东西，帮其他的公司或者说杂志拍平面，这样的话我就 要完全按照客户的要求去实现客户的目标，这个时候呢我就不能按照我的想法，需要走商业的模 式，他们定下来的比如说有个 list 他们要怎么样的，然后我就要按照他们的要求跟 moodboard 去 拍。 问：在这个合作过程中你会有什么顾虑？

Figure 98-101.Interview transcription samples. Author's images.

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APPENDICES

What are knowledge-sharing innovation communities?

What are design thinking methods?

Appendix D: Interview & Survey Questions

· What is the history of knowledge-sharing innovation communities? · Who is involved in these communities? · What do they do in these communities? · What are their purposes to be involved in knowledge-sharing innovation communities? · What do knowledge-sharing communities benefit the society? · What are challenges of these communities? · What are future opportunities for knowledge-sharing communities? · What are existing practices or platforms supporting these communities? · When did they start into the world? · What are purposes of these practices? · How successful are they? · What are challenges for these practices? · What would be the future of these practices?

· What is the history of design thinking methods? · Who is using these methods? · When do they use these methods? · What are purposes of using design thinking methods? · What do design thinking methods be used to do? · What would be expected outcomes of design thinking methods? · How successful are these methods? · What are challenges of design thinking methods? · What would be future opportunities for design thinking methods?

How is the collaboration in knowledge-sharing innovation communities?

· How are the main groups collaborating in knowledge-sharing innovation communities? · Why do they collaborate? · When do they collaborate? · How do they collaborate? · What channels or methods do they use for collaboration? · How successfully do they collaborate? · What are challenges in their collaboration? · How do design thinking methods do during the collaborations in knowledge-sharing innovation communities? · Who are using these methods in knowledge sharing-innovation communities? · What would be expected outcomes of applying design thinking methods in collaborations? · What supports are useful during the process of collaboration in this community? · How successfully do design thinking methods do in these communities? · What are challenges of applying design thinking methods in these communities? · What would be future opportunities for design thinking methods in knowledge-sharing innovation?

Interview questions for designers: Interview questions for aspiring innovators: · What is your definition of knowledge sharing? · What is your experience of sharing knowledge to someone or on platforms? · What is your purpose to share your knowledge and skills? · How do you relate your background to knowledge-sharing? · What is existing practice or platform that supports you to share your ideas, knowledge and skills? · What might be the benefits of these practice or platforms? · What challenges do you experience in these practice or platforms? · How you collaborate with people who are nterested in your ideas and skills? · What is your characteristic in the collaboration now? · What characteristic do you want to be in the collaboration in the future? · What are your concerns while involved in these collaboration? · What might be your expected outcomes during the collaboration in knowledge sharing innovation communities? · What would be future opportunities for knowledge-sharing innovation communities?

Who are aspiring innovators?

· Who are aspiring innovators? · Where are they? · What do they do? · What are their purposes? · What do they have to achieve their value? · What do they lack for achieving their value? · What are current rate of aspiring innovators in knowledge-sharing innovation communities? · Who are collaborating with them in these communities? · Why do they collaborate? · What do aspiring innovators do in the collaboration? · What is the current position of aspiring innovators in the collaboration in knowledge-sharing innovationcommunities? · What characteristics do they want to be? · What are their concerns during collaborations in knowledge-sharing innovation communities? · What are challenges of aspiring innovators in the collaboration? · How successful are they in the collaboration? · What are opportunities for them in the future? · What design thinking methods are they familiar? · What are expected outcomes design thinking methods could bring to them? · What are challenges for them while using design thinking methods? · What are future opportunities for aspiring innovators to design thinking methods?

Figure 101-104. Logic link from reseach questions to interview questions. Author's images.

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· What is your definition of knowledge-sharing? · What is your experience of sharing knowledge to someone or on platforms? · What is your purpose to share your knowledge and skills? · How do you relate your background to knowledge sharing? · What are existing practices or platforms that support you to share your ideas, knowledge and skills? · What might be the benefits of these practices or platforms? · What challenges do you experience in these practices or platforms? · How do you collaborate with people who are interested in your ideas and skills? · What are your concerns while involved in these collaboration? · What might be your expected outcomes during the collaboration in knowledge-sharing innovation communities? · How have you used design thinking methods in collaboration? · How are they useful in your experience of collaboration in knowledge sharing innovation communities? · What are benefits for using these methods in collaboration among this type of communities? · What challenges for using these methods in collaboration among this type of communities? · What would be future opportunities for appling design thinking methods in collaboration among knowledge sharing innovation communities?

· · · · · · · · · · · · ·

What is the history of knowledge-sharing innovation communities?

Who is involved in these communities?

What do they do in these communities?

What are their purposes to be involved in knowledge-sharing innovation communities?

What do knowledge-sharing communities benefit the society?

What are challenges of these communities?

What are future opportunities for knowledge-sharing communities?

What are existing practices or platforms supporting these communities?

When did they start into the world?

What are purposes of these practices?

How successful are they?

What are challenges for these practices?

What would be the future of these practices?

What are knowledge-sharing innovation communities?

· · · · · · · · ·

What is the history of design thinking methods?

Who is using these methods?

When do they use these methods?

What are purposes of using design thinking methods?

What do design thinking methods be used to do?

What would be expected outcomes of design thinking methods?

How successful are these methods?

What are challenges of design thinking methods?

What would be future opportunities for design thinking methods?

What are design thinking methods?

· · · · · · · · · · · · · ·

How are the main groups collaborating in knowledge-sharing innovation communities?

Why do they collaborate?

When do they collaborate?

How do they collaborate?

What channels or methods do they use for collaboration?

How successfully do they collaborate?

What are challenges in their collaboration?

How do design thinking methods do during the collaborations in knowledge-sharing innovation communities?

Who are using these methods in knowledge sharing-innovation communities?

What would be expected outcomes of applying design thinking methods in collaborations?

What supports are useful during the process of collaboration in this community?

How successfully do design thinking methods do in these communities?

What are challenges of applying design thinking methods in these communities?

What would be future opportunities for design thinking methods in knowledge-sharing innovation?

· · · · · · · · · · · · · · · · · · · ·

Who are aspiring innovators?

Where are they?

What do they do?

What are their purposes?

What do they have to achieve their value?

What do they lack for achieving their value?

What are current rate of aspiring innovators in knowledge-sharing innovation communities?

Who are collaborating with them in these communities?

Why do they collaborate?

What do aspiring innovators do in the collaboration?

What is the current position of aspiring innovators in the collaboration in knowledge-sharing innovationcommunities?

What characteristics do they want to be?

What are their concerns during collaborations in knowledge-sharing innovation communities?

What are challenges of aspiring innovators in the collaboration?

How successful are they in the collaboration?

What are opportunities for them in the future?

What design thinking methods are they familiar?

What are expected outcomes design thinking methods could bring to them?

What are challenges for them while using design thinking methods?

What are future opportunities for aspiring innovators to design thinking methods?

How is the collaboration in knowledge-sharing innovation communities?

Who are aspiring innovators?

Appendix D: Appendix D: Interview & Survey Questions

What are knowledge-sharing innovation communities?

What are design thinking methods?

· What is the history of knowledge-sharing innovation communities? · Who is involved in these communities? · What do they do in these communities? · What are their purposes to be involved in knowledge-sharing innovation communities? · What do knowledge-sharing communities benefit the society? · What are challenges of these communities? · What are future opportunities for knowledge-sharing communities? · What are existing practices or platforms supporting these communities? · When did they start into the world? · What are purposes of these practices? · How successful are they? · What are challenges for these practices? · What would be the future of these practices?

· What is the history of design thinking methods? · Who is using these methods? · When do they use these methods? · What are purposes of using design thinking methods? · What do design thinking methods be used to do? · What would be expected outcomes of design thinking methods? · How successful are these methods? · What are challenges of design thinking methods? · What would be future opportunities for design thinking methods?

How is the collaboration in knowledge-sharing innovation communities?

· How are the main groups collaborating in knowledge-sharing innovation communities? · Why do they collaborate? · When do they collaborate? · How do they collaborate? · What channels or methods do they use for collaboration? · How successfully do they collaborate? · What are challenges in their collaboration? · How do design thinking methods do during the collaborations in knowledge-sharing innovation communities? · Who are using these methods in knowledge sharing-innovation communities? · What would be expected outcomes of applying design thinking methods in collaborations? · What supports are useful during the process of collaboration in this community? · How successfully do design thinking methods do in these communities? · What are challenges of applying design thinking methods in these communities? · What would be future opportunities for design thinking methods in knowledge-sharing innovation?

Who are aspiring innovators?

· Who are aspiring innovators? · Where are they? · What do they do? · What are their purposes? · What do they have to achieve their value? · What do they lack for achieving their value? · What are current rate of aspiring innovators in knowledge-sharing innovation communities? · Who are collaborating with them in these communities? · Why do they collaborate? · What do aspiring innovators do in the collaboration? · What is the current position of aspiring innovators in the collaboration in knowledge-sharing innovationcommunities? · What characteristics do they want to be? · What are their concerns during collaborations in knowledge-sharing innovation communities? · What are challenges of aspiring innovators in the collaboration? · How successful are they in the collaboration? · What are opportunities for them in the future? · What design thinking methods are they familiar? · What are expected outcomes design thinking methods could bring to them? · What are challenges for them while using design thinking methods? · What are future opportunities for aspiring innovators to design thinking methods?

Interview questions for professional innovators: · What is your definition of design thinking methods? · How are you using these methods? · What are existing design thinking methods that already have been applied in the collaboration in knowledge-sharing innovation communities? · When did you start to use design thinking methods in the collaboration? · What triggers the use of design thinking methods in the collaboration in knowledge sharing-innovation communities? · What might be the benefits of using these methods? · What challenges do you anticipate when applying certain design thinking methods to this type of innovation community? · What are the characteristics of design thinking methods? · How might design thinking methods support the collaboration in knowledge sharing innovation communities? · What might be future opportunities for design thinking methods applied in collaboration among knowledge sharing innovation communities?

Interview questions for manufacturers: · What is your interpretation with knowledge sharing? · What is your definition of a knowledge sharing innovation community? · What is your experience in a knowledge sharing innovation community? · What would be your purposes to participate in this type of community? · How do knowledge sharing innovation communities benefit your businesses? · Who is involved in these communities? · What is your relationship between them? · How do you collaborate? · What channels or methods do you use to collaborate in these communities? · What is successful in the collaborations? · What would be challenges in the collaboration knowledge sharing innovation communities? · What is your expectation of collaboration in this type of community? · What would be the future opportunities for collaboration in knowledge sharing innovation communities?

· · · · · · · · · · · · ·

What is the history of knowledge-sharing innovation communities?

Who is involved in these communities?

What do they do in these communities?

What are their purposes to be involved in knowledge-sharing innovation communities?

What do knowledge-sharing communities benefit the society?

What are challenges of these communities?

What are future opportunities for knowledge-sharing communities?

What are existing practices or platforms supporting these communities?

When did they start into the world?

What are purposes of these practices?

How successful are they?

What are challenges for these practices?

What would be the future of these practices?

What are knowledge-sharing innovation communities?

· · · · · · · · ·

What is the history of design thinking methods?

Who is using these methods?

When do they use these methods?

What are purposes of using design thinking methods?

What do design thinking methods be used to do?

What would be expected outcomes of design thinking methods?

How successful are these methods?

What are challenges of design thinking methods?

What would be future opportunities for design thinking methods?

What are design thinking methods?

· · · · · · · · · · · · · ·

How are the main groups collaborating in knowledge-sharing innovation communities?

Why do they collaborate?

When do they collaborate?

How do they collaborate?

What channels or methods do they use for collaboration?

How successfully do they collaborate?

What are challenges in their collaboration?

How do design thinking methods do during the collaborations in knowledge-sharing innovation communities?

Who are using these methods in knowledge sharing-innovation communities?

What would be expected outcomes of applying design thinking methods in collaborations?

What supports are useful during the process of collaboration in this community?

How successfully do design thinking methods do in these communities?

What are challenges of applying design thinking methods in these communities?

What would be future opportunities for design thinking methods in knowledge-sharing innovation?

· · · · · · · · · · · · · · · · · · · ·

Who are aspiring innovators?

Where are they?

What do they do?

What are their purposes?

What do they have to achieve their value?

What do they lack for achieving their value?

What are current rate of aspiring innovators in knowledge-sharing innovation communities?

Who are collaborating with them in these communities?

Why do they collaborate?

What do aspiring innovators do in the collaboration?

What is the current position of aspiring innovators in the collaboration in knowledge-sharing innovationcommunities?

What characteristics do they want to be?

What are their concerns during collaborations in knowledge-sharing innovation communities?

What are challenges of aspiring innovators in the collaboration?

How successful are they in the collaboration?

What are opportunities for them in the future?

What design thinking methods are they familiar?

What are expected outcomes design thinking methods could bring to them?

What are challenges for them while using design thinking methods?

What are future opportunities for aspiring innovators to design thinking methods?

How is the collaboration in knowledge-sharing innovation communities?

Who are aspiring innovators?

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APPENDICES

Appendix H: Working Wall in Process

Figure 105-1016. Working wall through the project. Author's images.

152

Appendix H: Working Wall in Process

153

LIST OF TABLES & FIGURES

154

155

LIST OF TABLES & FIGURES

List of Figures

Figure 1. 2x2 axis of innovation drivers and innovation range....................................................25 Figure 2. 2x2 axis of purpose by information reliability...............................................................26 Figure 3. Research space with references................................................................................34 Figure 4. Research project explanation. ..................................................................................39 Figure 5. Informed consent form. ...........................................................................................39 Figure 6-7. Interview questions field guide for aspiring innovators. ............................................40 Figure 8. Results of Survey Questions number 4 & 5. .............................................................43 Figure 9. Results of Survey Questions number 6 & 7...............................................................44 Figure 10. Results of Survey QCuestions number 8 & 9. .........................................................45 Figure 11. Results of Survey Questions number 13 & 14. .......................................................47 Figure 12. Quotation from interviews. A selection of quote abuout grwoth. ...............................48 Figure 13. Quotation from interviews. A selection of quote abuout reliability...............................48 Figure 14. Quotation from interviews. Aselection of quote abuout passion.................................49 Figure 15. Quotation from interviews. A selection of quote abuoutcollaborate. ..........................49 Figure 17. Quotation from interviews. A selection of quote abuout credit. .................................50 Figure 16. Quotation from interviews. A selection of quote abuout design thinking.....................50 Figure 18. Persona Sarah........................................................................................................51 Figure 19. Empathy map Saah................................................................................................53 Figure 20. Persona Eli.............................................................................................................54 Figure 21. Empathy map Eli....................................................................................................55 Figure 22. Persona Tim...........................................................................................................56 Figure 23. Empathy map Tom.................................................................................................57 Figure 24. Research Findings at-a-Glance. .............................................................................59 Figure 25. Opportunity insight connection map........................................................................64 Figure 26. Design Criteria Matrix...............................................................................................65 Figure 27. Prototype concept 1...............................................................................................70 Figure 27. Prototype concept 1...............................................................................................72 Figure 28. Prototype concept 2. .............................................................................................72 Figure 29. Prototype concept 3. .............................................................................................72 Figure 30. Modules in SHUKNI Innovation toolkit......................................................................74 Figure 31. Framework of six modules of SHUKNI......................................................................74 Figure 32. The choosen stage of Framework in six modules of SHUKNI....................................76 Figure 33. Detailed view of project framing module...................................................................77 Figure 34. Idea of topic exploration notebook...........................................................................78 Figure 35.Tools for user testing about topic exploration notebook..............................................79 Figure 36. Factor images for testing topic exploration notebook................................................80

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Figure 37. Instruction in a topic exploration notebook................................................................81 igure 38-45. Concept testing with target audience 1................................................................83 Figure 46-53. Concept testing with target audience 2..............................................................85 Figure 54-61. Concept testing with target audience 3. ............................................................87 Figure 62. Testing result of topic exploration notebook with expected take-aways.....................89 Figure 63. SHUKNI services overview. ....................................................................................96 Figure 64. SHUKNI framework overview. ................................................................................97 Figure 65. SHUKNI booklet rendering. ....................................................................................98 Figure 66. SHUKNI website rendering. ...................................................................................98 Figure 67. SHUKNI booklet cover. ..........................................................................................99 Figure 68. SHUKNI booklet page 1 and table of content........................................................100 Figure 69. SHUKNI booklet about, vision and mission statments. ..........................................102 Figure 70. SHUKNI booklet overview of services....................................................................104 Figure 71. SHUKNI booklet service 1. ..................................................................................106 Figure 72. SHUKNI booklet introduction of topic exploration notebook....................................108 Figure 73. SHUKNI booklet features of topic exploration notebook. ........................................110 Figure 74. SHUKNI booklet how to use a topic exploration notebook. ....................................112 Figure 75. SHUKNI booklet service 2 workshop overview. .....................................................114 Figure 76. SHUKNI booklet service 3 website overview..........................................................116 Figure 77. SHUKNI booklet service 3 website glance.............................................................118 Figure 78. SHUKNI booklet contact information and list of figures. .........................................120 Figure 79. Sitemap of SHUKNI website.................................................................................122 Figure 80. Homepage of SHUKNI website.............................................................................123 Figure 81. Sign in page of SHUKNI website...........................................................................124 Figure 82. Toolkit overview page of SHUKNI website..............................................................124 Figure 83. Project framing tools in toolkit of SHUKNI website...................................................125 Figure 84. Workshop overview page of SHUKNI website........................................................124 Figure 85. Virtual innovation hub overview page of SHUKNI website........................................126 Figure 86. About page of SHUKNI website.............................................................................128 Figure 87. About page of SHUKNI website.............................................................................128 Figure 88. Implemetation plan...............................................................................................132 Figure 89-97.Signed consent forms.......................................................................................138 Figure 98-101.Interview transcription samples........................................................................138 Figure 101-104. Logic link from reseach questions to interview questions...............................140 Figure 105-1016. Working wall through the project.................................................................153

List of Tables

Table 1 SWOT Analysis of Wikimedia Foundation.................................................................................19 Table 2 SWOT Analysis of LinkedIn......................................................................................................19 Table 3 SWOT Analysis of Behance.....................................................................................................20 Table 4 SWOT Analysis of Catchafire...................................................................................................20 Table 5.

SWOT Analysis of ResearchGate.............................................................................................21 Table 6 SWOT Analysis of Universities..................................................................................................21 Table 7 SWOT Analysis of Fog Creek Software....................................................................................23 Table 8 SWOT Analysis of Quora.........................................................................................................23 Table 9 SWOT Analysis of the Creative Coast......................................................................................24 Table 10 SWOT Analysis of Kickstarter..................................................................................................24 Table 11 Interview steps........................................................................................................................40 Table 11 SWOT Analysis of Opportunity 1.............................................................................................62 Table 12 SWOT Analysis of Opportunity 2.............................................................................................62 Table 13 SWOT Analysis of Opportunity 3.............................................................................................62 Table 14 SWOT Analysis of Opportunity 4.............................................................................................62 Table 15 SWOT Analysis of Opportunity 5.............................................................................................63 Table 17 PMI Analysis of Innovation Toolkit..............................................................................................73 Table 18 PMI Analysis of Workshop........................................................................................................73 Table 19 PMI Analysis of Platform..........................................................................................................73 Table 21 128 SWOT Analysis of the Key Partners............................................................................

Table 22 SWOT Analysis of the Key Activities.......................................................................................129 Table 23 SWOT Analysis of the Key Resource.....................................................................................129

Table 24 SWOT Analysis of the Value Proposition.................................................................................130 Table 25 SWOT Analysis of the Customer Relationships.......................................................................130 Table 26 SWOT Analysis of the Channels.............................................................................................130 Table 27 SWOT Analysis of the Customer Segments............................................................................131 Table 28 SWOT Analysis of the Cost Structure.....................................................................................131 Table 29 SWOT Analysis of the Revenue Streams .............................................................................131 Table 30 Implementation Plan Timeline............................................................................................... 133 Table 29 Project Gantt Chart...............................................................................................................146 Table 30 Research Question Matrix.....................................................................................................147

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