final report design thinking module topic a comprehensive guide to university major exploration

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MINISTRY OF EDUCATION AND TRAINING UNIVERSITY OF ECONOMICS HO CHI MINH CITY

UEH

UNIVERSITY

FINAL REPORT DESIGN THINKING MODULE

TOPIC: A COMPREHENSIVE GUIDE TO UNIVERSITY MAJOR

EXPLORATION

Ho Chi Minh City, December 10, 2023

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UNIVERSITY

FINAL REPORT DESIGN THINKING MODULE

Topic: A comprehensive guide to university major exploration Class code: 23C1TEC55006201

Group’s name: Girls’ Generation Report submission date: 17/12/2023

Members:

Phạm Thị Yến Ngọc Poster, Prensentation 10

Semester: Last School year: 2023

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ACKNOWLEDGEMENT

First and foremost, we would like to sincerely thank Mr Huynh Ngoc Quang Anh - an esteemed instructor at the UEH Institute of Smart and Interactive Technology who wholeheartedly dedicated his time to teaching and guiding us throughout the course We are truly grateful for your timely counsel and support, which proved instrumental in overcoming the challenges we encountered during the implementation of our project

Furthermore, we would like to express our profound gratitude to the educators at Ho City University of Economics Chi Minh, whose contributions in imparting knowledge have greatly contributed to our current level of competence Additionally, we cannot overlook the unwavering support from our family and friends, who have served as our reliable pillars and provided us with much-needed emotional backing during this period The successful completion of the project would not have been possible without the collective efforts of everyone involved

However, we acknowledge that our limited knowledge and experience may have led to certain shortcomings in the project We hope the teachers comprehend this and kindly provide us with constructive feedback to aid us in further improvement

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CHAPTER I GENERAL INTRODUCTION 1 Introduction to the topic

Whilst engaging in the study of the module on Design Thinking, we are afforded the unique chance to implement the Design Thinking methodology to conduct research and propose solutions to address the predicaments faced by the high school student community in Ho Chi Minh City The subject matter of "A comprehensive guide to university major exploration" is an imperative topic for high school students in Ho Chi Minh City, given the current circumstances, wherein comprehending oneself and making a judicious selection of a suitable major pose considerable challenges Specifically, in this age of advancing information technology, social networks serve as conduits through which students are exposed to a plethora of information, albeit not all of which is of utmost accuracy and realism Hence, we have devised UniEguide - a website that facilitates high school students access to precise information from experts and, additionally, fosters an enhanced understanding of themselves through assessments, thereby empowering them to make informed decisions regarding the most suitable major for their individual needs and aspirations

2 Reason for choosing the topic According to Dr Pham Manh Ha, an Associate Professor at the University of Education, Hanoi National University, one common mistake made by candidates is selecting a major based on factors such as income, personal preferences, and current trends This error often leads to individuals pursuing careers that do not align with their abilities and personality traits It also stems from a lack of comprehension regarding the appropriate field of study and succumbing to external pressures, such as familial expectations or peer influence

A survey conducted by a Human Resources Forecasting Center revealed that in 2019, approximately 60% of students chose the wrong major Merely 5% of students possessed adequate knowledge about their chosen field of study, while 20% had a relatively comprehensive understanding However, a staggering 75% lacked proper comprehension of the profession they selected Another survey indicated that 65.4% of first-year students at certain universities did not fully grasp the purpose and significance of their chosen majors Additionally, 50.8% were unaware of the job prospects and recruitment opportunities associated with their studies Consequently, a significant 75.6% of students expressed dissatisfaction with their decisions regarding their choice of major and educational institution Opting for an ill-suited career has considerable repercussions, including wasted time, effort, and financial resources Furthermore, it erodes self+confidence and impedes personal development after graduating from university Employers, on the other hand, seek individuals who possess the necessary skills and qualifications for the job Consequently, students who

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have selected inappropriate majors run the risk of being eliminated during the recruitment process or facing difficulties even after being hired

With help from information technology, we believe that students will have access to a lot of clear, intuitive information to avoid making wrong major choices

3 Clarify the problem Analyze students' strengths and choose appropriate majors ® Design a webpage that encompasses the acquisition of knowledge regarding MBTI

assessments and the study of numerology to discern traits and professional inclinations that align with the students’ individualities and capabilities Additionally, establishes connections among students who share analogous circumstances and acknowledge expert guidance

® The primary objective of this undertaking is to guarantee that secondary school students residing in Ho Chi Minh City are capable of selecting appropriate areas of study, enabling them to make optimal contributions to society

4 Subject of the topic The primary objective of this endeavor is to cater to the educational needs of high school students residing in Ho Chi Minh City who aspire to access comprehensive and meaningful information about their respective areas of study via the designated website It is noteworthy that high school students in Ho Chi Minh City constitute a considerable and heterogeneous cohort, characterized by their diverse array of academic disciplines

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CHAPTER IT EMPATHY

The process of implementation and the tools employed encompass concepts such as empathy and the emotional experiences of the learners Additionally, the utilization of Google Forms for conducting surveys enables the extraction of data that can be utilized to generate Customer Persona and Empathy Map This generation is facilitated through the employment of the tool Canva

1 Purpose of the survey The activity helps the group understand the situations and emotions of high school students who are not sure which major to choose The difficulties and desires of the learners then come up with ideas for the project

2 Implementation process Organize the following activities: e Observe and directly interview learners e Create Google forms to survey learners' opinions e Exchange ideas with group members

3 Survey questions and student survey results (Appendix 1) 4, Customer Persona

4.1 Definition of Customer Persona e A fictional individual created to represent a user type e Supports understanding users or customers and feasible solutions ¢ Place potential new solutions in the context of their needs and jobs to be done e The description needs to be as accurate as possible

Gender Enthusiastic

5 Empathy Map 5.1 Definition of Empathy Map

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BIOGRAPHY

Minh Anh is a high school student who is facing many counselling programs and hearing her friends discuss

of what she wants Her general understanding of the

majors is making her lose her way

PAIN

* Feeling peer pressure among friends ¢ Fear of making wrong choices ¢ High competition between majors

GAIN

¢ To enrich knowledge about the aspects of each major © To find out which major is suitable for her strengths ¢ Connect, interact with professors in the field

A visual tool is used to understand a particular target audience or customer segment better and helps us empathize with their customers by capturing what they think, feel, see, hear, and do

Typically includes the following sections: e Says: What are the typical phrases, quotes, or expressions this customer might use? e Thinks: What are their concerns, aspirations, or goals? What might be going through

their mind? e Feels: What are the emotions they might be experiencing? ¢ Does: What are their actions or behaviors? What activities or habits are part of their

routine?

What does she hear?

đÍ Hearing her friends dicuss their interest, majors and

future careers J Careers guidance in talkshows

6 Conclusion

Junsure of what she want

What does she say and do?

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Name: Minh Anh

What does she think and feel?

a “7 - x </Peer pressure among

friends Frustrated

What does she see?

J information through the guide J Advertisement about career consulting J Marketing emails of university strength J University’s brochures

VJ “l want to participate in practical

experience of studying that major.” “Em not clear about my future decision” J “need to know what lam really good at.”

Gains

J Enrich knowledge about the aspects of each major J To find out which major is suitable for her strengths J Connect, interact with professors in the field

Knowing students’ needs, difficulties in choosing majors, and their wishes to achieve through Customer Persona and Empathy Map so that we can provide solutions The subject of this research encompasses students, both those in high school and college Our findings reveal that students face considerable difficulties when it comes to selecting a career path that resonates with their interests and capabilities Additionally, they often lack comprehensive information about the specific professions they aim to pursue

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CHAPTER III DEFINE

1 Definition of Problem Statement In design thinking, a problem statement is a crucial element that defines and guides the entire process It's a concise and actionable statement that identifies the gap between the current situation and the desired state, focusing on the specific needs of the target audience 2 The steps involved

We use a How Might We (HMW) question is a specific type of question used in design thinking and innovation processes It helps to frame a problem or challenge in a way that encourages brainstorming and creative thinking about potential solutions

Here are some of the key characteristics of HMW questions: Focus on the user: They are always phrased from the perspective of the user or customer, focusing on their needs, desires, and pain points

Open-ended: They do not suggest a specific solution but instead encourage exploration of a wide range of possibilities

Actionable: They are phrased to inspire action and prompt innovative thinking Positive: They are phrased positively, focusing on the desired outcome rather than the problem itself

Benefits of using HMW questions: Clarify the problem: By focusing on the user, HMW questions help to clarify the underlying issues and challenges that need to be addressed

Generate new ideas: They encourage divergent thinking and exploration of a wide range of potential solutions

Encourage collaboration: They are a great tool for brainstorming and working together to find creative solutions

Prioritize solutions: They can be used to evaluate and prioritize potential solutions based on their effectiveness and feasibility

3 Result As a result, we decide the Problem Statement is Many high school students in Ho Chi Minh City struggle to choose the right major

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CHAPTER IV IDEATE

Ideation represents the third step in the five-stage design thinking methodology, bridging the gap between problem identification and solution exploration, which allows for both creative generation and critical evaluation of ideas This crucial stage necessitates a dynamic shift, demanding a departure from traditional thought patterns and the exploration of innovative approaches to overcome the defined problem

1 Summarize the implementation process Ld Brainstorming

Given the significant interaction between participants during the ideation phase, prioritizing and implementing factors that stimulate effective teamwork was paramount Thus, we adopted an approach to ensure a comprehensive review of all potential solutions by facilitating a group discussion The expression of all ideas, regardless of how feasibility or conventionality they might have initially appeared, was encouraged while actively seeking diverse perspectives through inclusive participation and a non-judgmental environment All suggestions from nine members were then documented for further consideration The goal of this part was to maximize the generation of potential solutions by adhering to five notes of brainstorming including being creative and confident, quantity over quality, no criticism, and distinguishing between requirements and ideas

1.2 Depth of ideas 1.2.1 What is the problem? For further analysis, it is crucial to redefine the problem addressed which helps us to focus on our ideas and avoids irrelevant ones The problem statement of Girls’ Generation is that many high school students in Ho Chi Minh City struggle to choose the right major

1.2.2 Brainstorming question Although unleashing creativity is featured, it thrives within boundaries Questions, such as “How might we ?”, acted as anchors, guiding the free-flowing creativity back to the core issue during the brainstorming session By weaving questions directly related to the addressed problem into the tapestry of ideas, the team maintained the relevance of the discussion

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1.3 How to structure and select? In this session, based on information gathered from the customer persona, empathy map, and problem statement, all the ideas from each member were strictly considered to choose several options and eliminate the tangible ones Thus, sorting related ideas into categories and then applying specific filters enabled us to identify the best and most feasible one From these categorized ideas, the final choice that addressed the issue our team had decided on before was a website with a core feature helping high school students choose their majors

1.4 Concept Statement After considering all the options, we arrived at a rational solution to tackle the problems confronting our clients Based on this decision, our concept statement including form, technology, and benefit was utilizing an online website to explore courses and determine an appropriate major, which was a brief description of our product

2 Tools used Jamboard was a digital whiteboard serving as our collaborative workspace, allowing us to visually map out and connect our diverse thoughts

® In the brainstorming phase, brainwriting, which was an idea-generation technique where participants independently wrote down their ideas, was used by our team Members of the group were supplied with sticky notes which they could use to write down at least one of their suggestions After, a list of ideas was documented on Jamboard for synthesis

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1 Brain storming ®,

Talkshow Workshop Look for advice from seniors Social media

Simulator game Ask relatives MBTI multiple choice question, numerology Soft skills courses

Searching from university advertisements

Ask Al

Major counseling model

e For brainstorming questions, wh- and how questions were used to ensure all ideas stayed relevant to the problem at hand

How to help high school students in HCMC who lose their direction about choosing their major in university?

Which method can be used to support students? How to help students choose a suitable major?

e For grouping ideas, we used a prioritization matrix, factoring in two weighted criteria to show the relative importance of a set of items

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