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Learning Emergent Strategies Through Design Thinking

Authors

  • Sebastian K. Fixson,

    1. Teaches operations management, innovation, and design courses at undergraduate, graduate, and executive education levels at Babson. Prior to joining Babson he taught at MIT's Sloan School of Management, the University of Michigan's College of Engineering, and Northeastern University's School of Technological Entrepreneurship. His research has been published in the MIT Sloan Management Review, DMI Review, and others.
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  • Jay Rao

    1. Teaches innovation strategy and organic growth to graduate students at Babson College and in Babson's Executive Education programs. His research and teaching interests include innovation strategy, the culture of innovation, and leading innovation and corporate entrepreneurship. His research has appeared in the MIT Sloan Management Review, European Business Review, European Financial Review, and others.
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Abstract

Analyzing a new business opportunity with traditional business tools, which are based on the logic of predictability, can handicap a new project before it even begins. That's why Babson educators teach emergent strategy, and they do it using design thinking.

When the variables are unknown, predicting outcomes a priori with traditional business analytics is often a losing proposition. At Babson College, educators teach emergent strategy, which uses ideation, prototyping, and iteration—tools more familiar to entrepreneurs and design thinkers.

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