Students, instructors, and stakeholders engage in inquiring the challenge collectively and from diverse perspectives, applying a human-centred, systemic, evidence-based and outcomes-oriented approach. As outsiders and non-experts in the problem, DMI students are in a very unique and valuable position: they see from the beginners’ eye. They question assumptions and other factors that impact what we do, how we do it, and even the way we are perceived. Students look at things as a whole, and connect them to understand the whole. They engage in understanding things others thought as irrelevant. Loving to know is their strength; learning, trying and re-thinking are their tools.
Project with Circular Clothing
The students applied Co-Design to understand the knowledge needs and preferences of relevant stakeholders, and explore what could foster their engagement in the process to achieve change going circular.
Project with Velafrica
The course was about framing complex problems. To serve the needs of the organization by engaging in inquiry to determine the real purpose and hence where to intervene to improve the situation. The students explore how to foster sustainable mobility to help schoolgirls get access to education.
Project with Choba Choba
The project was about helping the Swiss chocolate organization Choba Choba to develop a growth strategy that allows to provide farmers with living wages.
Project with Fjord
In this project with Fjord students explored how to foster organizational learning, in particular the students tackle knowledge sharing within and across teams, not only by promoting human interaction within individuals and groups, but also collective reflection.
Learning from Harvard
André Nogueira from the Harvard T.H. Chan School of Public Health health taught students to face complex problems by applying the Whole View Model framework.