Use of design thinking to inform the development of a postgraduate educational leadership module

As academics, designing for interaction and inclusivity within our classrooms can often be as problematic as it is necessary. With constant internal and external pressures affecting day-to-day module delivery (e.g. competing personal and institutional education values, student recruitment agendas, etc.), designing a coherent series of discipline-focused learning experiences with internal validity and external utility can represent a significant challenge - especially when developing a module from scratch. One option available to academics is to utilise design thinking (DT) to guide module development.