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Launching the Dual Degree: Creating Business-Savvy Designers View File D M I D E S I G N M A N A G E M E N T I N S T I T U T E A R T I C L E R E P R I N T Design Management Review Launching the Dual Degree: Creating Business-Savvy Designers Jeremy Alexis, Assistant Professor, IIT Institute of Design Zia Hassan, Dean Emeritus and Professor, IIT Stuart School of Business Reprint #07183ALE49 This article was first published in Design Management Review Vol. 18 No. 3 The State of Design Management Education Copyright © Summer 2007 by the Design Management InstituteSM. All rights reserved. No part of this publication may be reproduced in any form without written permission. To place an order or receive photocopy permission, contact DMI via phone at (617) 338-6380, Fax (617) 338-6570, or E-mail: [email protected]. The Design Management Institute, DMI, and the design mark are service marks of the Design Management Institute. www.dmi.org B-SCHOOLS AND D-SCHOOLS Launching the Dual Degree: Creating Business-Savvy Designers by Jeremy Alexis and M. Zia Hassan n this program at the Illinois Institute of Technology, students earn both a Master Iof Design degree and a Master of Business Administration degree. Jeremy Alexis and Zia Hassan elaborate on how this combination generates unique leadership and problem-solving abilities, benefits both schools, and qualifies graduates for an extensive range of management opportunities in corporations and design firms. The next time you find yourself at a trolling the future of patient care doctor’s office, conduct an informal requires not only clinical expertise, but study. Find a recently minted physician also an understanding of the economics (one who has graduated from med and business models of the healthcare school in the past five years), and ask if industry.2 The medical profession, once he or she completed, or at least consid- in almost complete control of the ered, an MBA. Then, ask the same ques- patient care experience, now shares tion to a doctor with 20-plus years’ Jeremy Alexis, decision-making responsibilities with experience. You will likely get different Assistant Professor, insurance companies and managers answers. In 1990, there were 10 medical IIT Institute of Design who have no clinical experience. This schools offering a dual MD/MBA pro- new breed of MD/MBA grad intends to grams. Today, there are 49.1 ensure that physicians play a critical role The next logical question is: Why in the future of healthcare leadership. would an individual already spending more than $200,000 and four sleepless 1. Association of American Medical Colleges: years to finish medical school feel com- http://services.aamc.org/currdir/section3/ degree2.cfm pelled to add the extra courses and stu- dent loans required for an additional 2. MD/MBA Students: An Analysis of Zia Hassan, Dean Emeritus Medical Student Career Choice. Windsor graduate degree? Recent studies suggest and Professor, IIT Stuart Westbrook Sherrill: these dual degree holders believe con- School of Business http://www.med-ed-online.org/res00093.htm Design Management Review Summer 2007 49 The State of Design Management Education It is important to note, • Unique intellectual founda- however, that business educa- The management tion: Simultaneous engage- tion is in addition to,not of design firms, as well ment in business and design instead of,medicaltraining. education provides students You would not want your car- as design functions the best of both worlds, diologist to say, “Well, I wasn’t meaning equal mastery of able to take that course on within corporations, analytical and synthetic tools diagnosing heart disease requires increasing and skills. We will identify because it was replaced by the key elements of each type managerial accounting….” sophistication related of education, and how they work together to create a New demands, a new to concepts such as unique approach to leader- approach to education ship and problem solving. The forces acting on the finance, accounting, design professions are not dis- leadership and ethics, • Collaboration and curricu- similar to those acting on lum: This partnership is a medicine. The management and managerial win/win for business schools of design firms, as well as and design schools. We will design functions within cor- decision-making. describe how our curriculum porations, requires increasing works and the benefits to sophistication related to con- both schools. cepts such as finance, accounting, leadership and ethics, and managerial decision-making. Also, • Professional opportunities: Graduates of people with traditional business backgrounds dual-degree programs are positioned to be are increasingly interested in how design think- the design leaders (and business leaders) for ing can be applied to business problems and are the future. We will talk about the career adopting design methods.3 Design education prospects for dual-degree graduates, as well must adapt to these changes. We need to create a as describe their value to design firms and class of business-savvy designers. We should not, corporations. however, replace the teaching of fundamental design methods and skills with the teaching of Auniqueintellectualfoundation business concepts. Instead, there is the opportu- For years, design schools and business schools nity to train designers in both advanced design have been working on different ends of the same practices and advanced business operations and problem: How do we create and maintain a suc- strategy. This can be achieved by offering dual cessful business enterprise? Business schools MDes/MBA degrees. have focused on the economics, financing, oper- Recently, the Illinois Institute of Technology’s ations, and marketing of the enterprise. Design Institute of Design and the Stuart School of schools have focused on the creation of distinc- Business collaborated to create a dual-degree pro- tive products, services, and communications for gram that, in two years plus one summer, earns the enterprise. students both an MDes and an MBA. Based on So, it is no surprise that business schools have the success of our first class of dual-degree gradu- developed competencies in teaching and apply- ates and the level of interest in the program (10 ing analytical methods. Business-school students percent of Institute of Design students are now in are trained to break a problem into its con- the program), we believe this educational model stituent parts and look for key problem drivers. represents an important option for designers con- Although business-school students are required sidering graduate-level studies, as well as other to present solutions to these problems, the time graduate design programs. In order to outline the structure and benefits 3. Design Thinking and How It Will Change Management Education: An Interview and Discussion with David of a dual-degree program, we will discuss three Dunne and Roger Martin,” Academy of Management topic areas in detail: Learning & Education,2006,vol.5,no.4,pp.512-523. 50 Design Management Review Summer 2007 Launching the Dual Degree: Creating Business-Savvy Designers spent on recommendation devel- manage, as well as providing fewer opment is usually minimal com- The market obvious opportunities for great new pared to time spent on unpacking is demanding products and services. It can be the problem. argued that the existing silo-style Design schools, on the other that we create education has not adapted quickly hand, have focused on developing enough to these changes in the land- and teaching synthesis methods. business-savvy scape. It is clear that we need to cre- Design-school students are trained designers. ate a new class of designer prepared to create a range of possible solu- for the complexity and competition tions, leveraging creativity and in the connected global economy, but innovative (and sometimes even polemic) think- we do not want to break down the silos, which ing. While design students often do problem could result in diminished learning on both sides. analysis, the energy spent on this activity pales in We propose that students receive the best educa- comparison to the energy spent on the develop- tion they can get—from separate, but simultane- ment of creative alternatives. ous, learning areas. It is possible to further oversimplify this The market is demanding that we create busi- difference by noting that when presented with ness-savvy designers. These individuals should a problem, business students ask,“Why is it be equally comfortable in the boardroom and broken?” and design students ask, “How can the design studio. Dual-degree graduates offer we fix it?” the best of both worlds—a designer skilled in We do not mean to say that one type of edu- analysis and synthesis, innovation and control, cation is better than the other; actually, the dif- prototyping and finance. ferences exist for good reason. These educa- Companies recognize that innovation is tional silos have produced highly focused, increasingly important not only for growth but uniquely skilled individuals. MBA education also for survival.4 We believe that business-savvy can be credited for the generations of managers designers will have the skills required to become responsible for creating the global economy innovation leaders at global corporations. Much and for stock markets that have demonstrated of the challenge of innovation comes from increasing returns, with only a few drops, for bridging the gap between business analysis and several decades. Design education can be cred- creative synthesis. Having an individual who ited with
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