Using design thinking to promote displays of cognitive empathy in undergraduates

Abstract

We conducted a quasi-experimental study within two sections of an undergraduate business course. 62 undergraduates completed an optional course activity based on social psychological principles during the fourth week of the semester. Students in the Design Thinking condition received text and videos highlighting the design thinking process and the importance of empathy. Students in the Management condition received materials highlighting the main concepts of the course. Students in both conditions were then asked to write a letter advising a prospective university student how to deal with a management issue. Three weeks later, students submitted an individual assignment that addressed unethical behaviour by one of two corporations. Students in the Design Thinking condition were three times more likely to display signs of cognitive empathy in their plans than students in the Management condition. Students in the Design Thinking condition also showed a more of a balance when selecting between the two corporations.