Conceptualization of a Behavior Modification Tool for University Systems and Doctoral Students

This paper describes a university based system relevant to doctoral students who have problems with themselves, their peers and research supervisors. Doctoral students have various challenges to solve and these challenges contribute to delays in their thesis submission. This tool aims at helping them think through their problem in a pre-counseling stage. The tool uses narratives and hypothetical stories to walk a doctoral student through options of responses he or she can make given the situation in the narrative. Narratives were developed after a preliminary survey (n=57) of doctoral students. The survey indicated that problems they experienced were: busy supervisors, negative competition from peers and laziness with self. The narrative scenarios in the tool prompt self-reflection and provide for options to chose from leading to the next scenario that will ensue. The different stages of the stimulus-response cycles are designed based on Thomas-Kilmann conflict resolution techniques (collaboration and avoidance). Each stimulus-response cycle has a score attached that reflects the student's ability to judge a collaborative approach. At the end of all the stages a scorecard is generated indicating either a progressive or regressive outcome of thesis submission.

BIOCARDS AND LEVEL OF ABSTRACTION

Biocards are formal descriptions of biological phenomena and their underlying functional principles. They are used in bioinspired design to document search results and to communicate the findings for use in the further design process. The present study explored the effect of abstraction level used in biocards. This was done in two workshops conducted with design students in Denmark and India. Students were given a design assignment and instructions for how to perform the BID ideation work. Half of the students were given biocards with abstract descriptions while the other half got biocards with concrete descriptions. The novelty of found solutions was evaluated by the students by rating novelty of each solution on a scale from 1 to 5. Mean values for abstract descriptions were 0,3 higher than for concrete descriptions indicating that more innovative solutions were found when students used biocards with abstract descriptions compared to concrete descriptions. The difference in mean value is significant with a confidence level better than 1%. It seems likely that more abstract descriptions in biocards helps avoiding design fixation in biomimetic design work.