Overall objectives:

1 - To know and understand the concept of soft skills or transversal skills and their relevance to the academic and professional world
2 - Provide students with adequate knowledge and strategies for the development and application of the design thinking methodology in the development of solutions, optimizing their transversal skills
3 - Acquire skills to create and develop projects based on the design thinking methodology in different contexts: organizational, educational, clinical, artistic, technological

Syllabus:

1 - Soft skills or transversal skills
1.1 - Definition, conceptualization and application in professional and academic contexts.
1.2 - Models of transversal skills.
2. - The design thinking methodology.
2.1 - Definition and conceptualization of design thinking
2.2 - Design thinking process: clarification, ideation, development and implementation.
3. - Construction of projects based on the design thinking methodology and the development of transversal skills.

Literature/Sources:

Bartram, D. , 2005 , The Great Eight Competencies: A criterion-centric approach to validation , Journal of Applied Psychology
Fachada. O. M. , 2018 , Psicologia das relações interpessoais , Edições Sílabo
Manzini, E. , 2015 , Design, when everybody designs: an introduction to design for social innovation. , The MIT Press
Mootee, I. , 2013 , Design thinking for strategic innovation: what they can?t teach you at business or design school. , Hoboken
Patterson, S., Tavabie, A., Denney, M., Kerrin, M., Ashworth, V., Koczwara, A., MacLeod, S. , 2013 , A new competency model for general practice: Implications for selection, training, and careers. , British Journal of General Practice
Stickdorn, M. , 2015 , This is service design thinking: basic ? tools ? cases. , BIS Publishers

Assesssment methods and criteria:

Classification Type: Quantitativa (0-20)

Evaluation Methodology:
Teaching methodologies will focus on expository and interrogative methods in the presentation of relevant conceptual aspects in the definition and specification of transversal skills, as well as some of their models. In turn, through the active method, practical activities will be developed (individual exercises and group discussion) focused on the development of soft skills. This method will also be used in the analysis and discussion of case studies within the application of the design thinking methodology, promoting individual/reflective and group work. The evaluation will take into account two practical assignments. The first will consist of the construction of a project based on the design thinking methodology (50%) and a second work that aims to present the developed project (50%).