[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-600699-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-600699-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","complexity-in-design-driven-innovation-a-case-study-of-knowledge-transfer-flow-in-subsea-seismic-sensor-technology-and-design-education","Complexity in Design-Driven Innovation - A case study of knowledge transfer flow in subsea seismic sensor technology and design education","","Complexity in design-driven innovation is examined through two case studies spanning offshore design practice and product design education. The analysis shows how design-driven processes rely on complex knowledge transference, systematic planning, and improvisation, while student teams manage less complex design trials via concept generation. Knowledge exploration is evaluated using network paradox criteria, leading to an internally synthesized and externally validated pedagogic concept, Knowledge Transfer Flow (KTF). KTF helps guide design students in information-saturated innovation systems.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/complexity-in-design-driven-innovation-a-case-study-of-knowledge-transfer-flow-in-subsea-seismic-sensor-technology-and-design-education/600699/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/complexity-in-design-driven-innovation-a-case-study-of-knowledge-transfer-flow-in-subsea-seismic-sensor-technology-and-design-education/600699.png","ImageObject",300,407,{"name":42,"@type":43},"dhado","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the focus of the two case studies in the document?","Question",{"text":62,"@type":63},"One case study analyzes design practice in an offshore project using observation and cooperation process maps. The other examines product design education using observations, teamwork study, team member interviews, and archival studies.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How is knowledge exploration analyzed in relation to innovation?",{"text":67,"@type":63},"Knowledge exploration is analyzed through the criteria of network paradoxes, linking exploratory design activity to how knowledge is systematized and reused for new concept generation.",{"name":69,"@type":60,"acceptedAnswer":70},"What is the synthesized pedagogic concept introduced in the document?",{"text":71,"@type":63},"The document synthesizes and validates a pedagogic concept called Knowledge Transfer Flow (KTF). It is intended to orient design students in information-saturated design processes within complex innovation systems.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},600699,1792192296,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":115,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Complexity in Design-Driven Innovation: A case study of knowledge transfer flow in subsea seismic sensor technology and design education  \nNenad Pavel, Oslo and Akershus University College of Applied Sciences  \nArild Berg, Oslo and Akershus University College of Applied Sciences  \nAbstract  \nTo the extent previously claimed, concept exploration isnot the key to product innovation. However, companies that are design-focused are twice as innovative as those that are not. To study design-driven innovation and its occurrence in design education, two case studies are conducted. The first is an example of design practice which includes observation and cooperation process maps in an offshore project. The second is an example of product design education which includes observations of teamwork, team member interviews and archival studies. While the first case study demonstrates how a company innovates through a design-driven process with complex knowledge transference and systematic planning and improvisation, the second case study shows students managing their design processes through concept generation in a less complex trial and error process. Knowledge exploration as a part of design activity was analyzed through the criteria of network paradoxes. A pedagogic concept has been synthesized and validated internally based on the case study, and externally based on other design practices and design research. The pedagogic concept synthesized was Knowledge Transfer Flow [KTF] . The KTF concept can help to orient design students within the information-saturated design processes integrated within complex innovation systems.  \nKey words  \nknowledge transfer flow; design thinking; network paradoxes; professional practice in design education  \nThe skill of generating ideas in a variety of ways relates to design practice, but this skill is transferrable to other fields of product development that can result in design-driven innovation. This is why general competence in design thinking has gradually influenced several professional fields (Stamm, 2008, Brown, 2009) . According to Stamm, this could happen because design activity includes processes of expertise, which do not necessarily include any particular technological or system knowledge. These processes can be used for encounters with professional practices across technological and social traditions. This can be done by generating, manipulating or combining  \nproduct and system design features through the generative process of concept exploration. Design-focused companies in Norway are twice as innovative as those that are not, according to Skule Storheil, speaking at the“Inspiration-Innovation” seminar at the Norwegian Design Council in Oslo on April 17th, 2013. If companies already have the necessary knowledge but lack the ability to explore concepts, which is the key to design-driven innovation, then this should reflect on design education as well. However, researchers aim for the skill of “connecting the right dots” (Nussbaum, 2013, p. 58) . rather than exploring concepts in multiple directions (Nussbaum, 2013) . Therefore, the following question should be critically explored: How does concept exploration lead to increased innovation? The following elements seem relevant in this process:  \nProblem setting is one of the core values of the creative design process (Schön, 1983) . This value emerges from discussing and interpreting a design problem. In educational and professional practice problem setting and concept development have been intensively adopted and methods have been developed (Micheli et al., 2012), while overlooking other methods of gathering and choosing design aspects that have been similarly effective in innovative processes (Gillier et al., 2010) . According to Concept-Knowledge theory innovative and creative work happens in a concept space (Hatchuel et al., 2011) . Once concepts are affirmed, they pass on to knowledge space; thus, they describe how knowledge is systematiz","cbCaihUsZKuEwcog","https://ap.wps.com/l/cbCaihUsZKuEwcog","pdf",572785,"English","# Abstract\n# Design-driven innovation and design education case studies\n## Offshore design practice\n## Product design education\n# Knowledge exploration framework: network paradoxes\n## Knowledge Transfer Flow (KTF)\n# Concept exploration and innovation mechanism","[{\"question\":\"What is the focus of the two case studies in the document?\",\"answer\":\"One case study analyzes design practice in an offshore project using observation and cooperation process maps. The other examines product design education using observations, teamwork study, team member interviews, and archival studies.\"},{\"question\":\"How is knowledge exploration analyzed in relation to innovation?\",\"answer\":\"Knowledge exploration is analyzed through the criteria of network paradoxes, linking exploratory design activity to how knowledge is systematized and reused for new concept generation.\"},{\"question\":\"What is the synthesized pedagogic concept introduced in the document?\",\"answer\":\"The document synthesizes and validates a pedagogic concept called Knowledge Transfer Flow (KTF). It is intended to orient design students in information-saturated design processes within complex innovation systems.\"}]","Complexity in Design-Driven Innovation - A case study of knowledge transfer flow in subsea seismic sensor technology and design education | PDF",1792091208,23]