MFA, Kent State University, 2017, College of Communication and Information / School of Visual Communication Design

This thesis is an investigation into sustainable business models and the different evaluation methods utilized in social innovation design. Over the last twenty years, there has been an increase in awareness and desire within the design industry to utilize design as a way to help solve some of the large, systemic social problems facing people all over the world. To make this work financially and sustainably, designers are utilizing a variety of for-profit and nonprofit business models. However, these business models are potentially hindering social innovation designers' access to the resources needed to measure the impact of their work. Social innovation designers are co-designing and developing services, programs, systems, and products with nonprofits and communities that are dealing with these social problems. Social change work of this nature requires designers and their partners to be engaged in measuring the long-term impact of their work in order to truly make lasting change. This has led social innovation designers to turn to evaluation methods used in the parallel fields of social work, community organizing, education, and public health, in order to track the impacts of their work. These evaluation methods also play a key role in helping social innovation designers better communicate the value they bring to their clients and partners. By utilizing and integrating these evaluation methods into their design processes, social innovation designers are leading the way for this field to gain broader acceptance and support.

Committee: Ken Visocky O'Grady MFA (Advisor); Jessica Barness MFA (Committee Member); Sanda Katila MFA (Committee Member) Subjects: Design; Entrepreneurship; Social Work; Systems Design

MDES, University of Cincinnati, 2013, Design, Architecture, Art and Planning: Design

This research aimed to investigate how important it is to embed business education into undergraduate industrial design curriculum and help design students understand the financial aspects of their design ideas, particularly in the areas of cost and profit. To respond to this question, a user-centered design approach was applied to understand design students' perceptions towards business education. Later on, the research findings were synthesized into a list of design requirements for developing a financial assessment tool. After rounds of ideation and looking into other frameworks from business related disciplines, a financial assessment tool was developed. Consequently, this tool was prototyped and piloted in a senior industrial design class in order to test its effectiveness. At last, students who had participated in the experiment evaluated the tool. Their positive feedback proved such methods could be successfully integrated into undergraduate design curriculum and help industrial design students gain a better understanding of the business aspects related to their ideas.

Committee: Craig Vogel M.I.D. (Committee Chair); Steven Doehler M.A. (Committee Member) Subjects: Design