C9172 - HUMAN-CENTERED INNOVATION AND DESIGN

Learning outcomes

At the end of the module, students will be able to understand innovation processes within workplaces and organizations, acquire knowledge of innovation management in industry and the labor market, and recognize the contribution of Work, Organizational, and Personnel Psychology in the design and implementation of innovative products, services, and systems. By combining theory and practice, the course encourages students to develop a critical and creative understanding of innovation as both a human and organizational process, preparing them to contribute to the development of innovative products, services, and workplaces of the future.

Course contents

The course examines innovation as a human, organizational, and socio-technical process. It introduces theories of innovation, diffusion, adoption, open innovation, and innovation management, with particular attention to the role of Work, Organizational, and Personnel Psychology.

Students learn how to apply Human-Centred Design, design thinking, user research, stakeholder analysis, creativity, prototyping, and iterative evaluation to real organizational challenges. The course also covers usability, user experience, technology acceptance, behaviour-change techniques, responsible nudging, and strategic foresight.

Ethical, inclusive, and responsible design is addressed through topics such as human agency, participation, transparency, privacy, accessibility, and the fair distribution of innovation benefits and risks.

Main topics covered

• Innovation theories and management
• Diffusion and adoption of innovation
• Open, incremental, radical, and disruptive innovation
• Human-Centred Design and design thinking
• User and stakeholder research
• Participation and co-design
• Creativity, prototyping, and iterative development
• Behaviour Change Techniques and nudging
• Strategic foresight and scenario development
• Ethical, inclusive, and responsible innovation

Readings/Bibliography

Muller, E., & Peres, R. (2019). The effect of social networks structure on innovation performance: A review and directions for research. International Journal of Research in Marketing, 36(1), 3–19.

Hagger, M. S., Moyers, S., McAnally, K., & McKinley, L. E. (2020). Known knowns and known unknowns on behavior change interventions and mechanisms of action. Health Psychology Review, 14(1), 199–212.

Ogink, R. H., Goossen, M. C., Romme, A. G. L., & Akkermans, H. (2023). Mechanisms in open innovation: A review and synthesis of the literature. Technovation, 119, 102621.

Pistolesi, M., Frangioni, G., Fraboni, F., Fabbri, E., & Masci, F. (2025). How will technology change people’s home care in the next 20 years? A strategic foresight study. Ergonomics, 68(3), 406-424.

Alves, J., Lima, T. M., & Gaspar, P. D. (2023). Is industry 5.0 a human-centred approach? A systematic review. Processes, 11(1), 193.

This list is not exhaustive. Additional scientific articles, case studies, and technical materials may be added during the course according to the topics addressed in class.”

Teaching methods

The course will combine theoretical instruction with interactive and applied learning activities.

• Lectures: The lecturer will present theoretical models, empirical findings, methods, and practical applications in a structured manner, supported by slides, diagrams, videos, demonstrations, and other visual materials. Multimedia resources, examples, storytelling, and questions will be used to connect theoretical concepts with real work situations and encourage student engagement.
• Interactive discussions: Students will be encouraged to participate actively by asking questions, sharing interpretations, debating theoretical and practical issues, and discussing assigned topics.
• Group work and collaborative learning: Students will work in small groups on case studies, project activities, work-system analyses, and problem-solving exercises.
• Case-based learning and practical exercises: Students will analyse realistic work scenarios, technologies, interfaces, incidents, and organizational problems.
• Guest lectures and expert sessions: Researchers and professionals may be invited to discuss applied projects, methodological challenges, current technologies, and professional experiences.
• Student presentations: Students may present the results of group activities, case analyses, or project work. Presentations will support the development of scientific communication, argumentation, and peer-feedback skills.

Given the interactive nature of the teaching methods adopted in this course, regular class attendance (at least 80% of scheduled classes) is recommended because is considered an integral part of the learning process. Students who do not meet the attendance requirement will be assigned additional reading and study materials to compensate for the missed learning activities and will be assessed through an alternative final assessment designed to evaluate the intended learning outcomes.

Assessment methods

Students meeting the 80% attendance requirement

The final grade is composed of:

• Attendance and active participation: 3/30 points. Assessment considers participation in classroom activities, discussions, debates, questions, and collaborative exercises.
• Final group assignment: 7/30 points. Students develop and present a human-centred innovative solution to a real organizational challenge.
• Final multiple-choice examination: 20/30 points. The examination consists of 30 closed-ended questions based on the course materials.

The final group assignment is assessed according to the quality of the problem analysis, understanding of users and organizational context, appropriate application of course concepts and methods, feasibility of the proposed solution, use of supporting evidence, clarity of presentation, and effectiveness of teamwork.

Students who do not meet the 80% attendance requirement

Students who do not meet the minimum attendance requirement will complete an additional oral examination based on the course contents.

The oral examination will assess:

• knowledge and understanding of the relevant literature;
• critical thinking;
• the ability to apply theoretical concepts to work-related and organizational issues.

The oral examination may include questions on the main theories, methods, models, and practical applications addressed during the course.

Teaching tools

The use of Artificial Intelligence (AI) tools during the exam is strictly prohibited. Any use of AI will be considered a violation of academic integrity.

A limited, transparent, and non-substantive use of AI tools is permitted only for support activities, such as summarising, proofreading, or improving language. Any use of AI must be explicitly acknowledged. Students remain responsible for the accuracy, originality, scientific quality, and integrity of their submitted work.

Students with learning disorders and\or temporary or permanent disabilities: please, contact the office responsible (https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students ) as soon as possible so that they can propose acceptable adjustments. The request for adaptation must be submitted in advance (15 days before the exam date) to the lecturer, who will assess the appropriateness of the adjustments, taking into account the teaching objectives

Office hours

See the website of Federico Fraboni