Join us for a PhD defence of Ioana Duta-Visescu on her thesis Complicated, by Design: The Dynamic Use of a Novel User-Centred Design Process.

Defence committee:

• Main Supervisor: Dr. Marta Kristín Lárusdóttir, Professor, Reykjavik University, Iceland.
• Co-Supervisor: Dr. Anna Sigríður Islind, Associate Professor, Reykjavik University, Iceland.
• Examiner: Torkil Clemmensen, Professor, Copenhagen Business School, Denmark.

Committee members: 

• Janet Read, Professor, Lancashire University, United Kingdom.
• Sofia Ouhbi, Associate professor, Uppsala University, Sweden.
• Stefán Ólafsson, Assistant Professor, Reykjavik University, Iceland.

Abstract:

Software design, as a dynamic and context-dependent practice, plays a crucial role in addressing the evolving challenges of software development. It requires continuous adaptation to technological advancements and changing user expectations, making early design stages, particularly ideation and problem framing, vital for successful outcomes. User-Centred Design (UCD), a foundational methodology prioritising user needs and iterative feedback, is recognised as a potential avenue to achieving human-centred software solutions. However, the practical implementation of UCD faces challenges, particularly in educational settings where guidance for novices is often insufficient, and the need for structure and scaffolding is dire. This discrepancy is compounded by the diverse needs of practitioners and the constraints of real-world environments, such as time, resources, and organisational goals, which can hinder the application of structured UCD processes. As design challenges become more complex, the need for flexible, yet structured design processes that balance detailed guidance with adaptability becomes more pronounced. 

This thesis explores the application of a structured UCD process aiming to support the needs of both novices and experienced practitioners, supporting both groups in navigating these complexities effectively while maintaining alignment with user needs. Through five key papers, the research explores how a novel UCD process - the UCD Sprint can address the challenges faced by practitioners and novices. Key findings include identifying limitations in current UCD practices, such as time constraints, insufficient managerial support, and conflicting stakeholder priorities, and suggesting that the introduction of a structured design process can enhance cross-disciplinary collaboration, decision-making, and user focus. Furthermore, the findings highlight the flexibility required for practitioners to adapt UCD processes to unique project needs while ensuring that these processes remain efficient and scalable across various contexts.

A significant focus of the thesis is on novices, while learning to conduct UCD activities in the early stages of software development. The findings highlight that the structure offered through the UCD Sprint, proves highly effective in addressing the learning needs of design novices. The UCD Sprint provides essential scaffolding, aiding novices in critical skills like problem framing and avoiding premature fixation on solutions. Feedback from classroom integration of the UCD Sprint shows positive outcomes, including improved comfort with core design activities. The findings highlight the value of structured processes in design education, bridging the gap between theoretical knowledge and practical application, and demonstrating the importance of scaffolding, but also context-sensitive flexibility in supporting novice designers. 

The theoretical and practical implications of this thesis emphasise the need for adaptable, context-sensitive UCD processes that cater to the specific needs of both novices and experienced practitioners. The findings highlight the importance of breaking down complex design tasks into manageable components and exposing novices to a variety of UCD activities to ensure a comprehensive understanding of the software design cycle. Ultimately, this thesis contributes to the development of a versatile and adaptable UCD methodology that can be tailored to the unique challenges of both educational and professional design environments.