superseeds-adithi sarovar

YOUNGA SERViCE DESiGN CONCEPT PROPOSAL

iN A CiRCULAR ECONOMYENTREPRENEURS

BY ADITHI M SAROVAR | SCHOOL OF ENGINEERING AND DESIGN | BRUNEL UNIVERSITYFIRST SUPERVISOR : STEPHEN GREEN | SECOND SUPERVISOR : FABRIZIO CESCHIN

A DISSERTATION SUBMISSION IN PARTIAL FULFILMENT OF THE AWARD OF THE DEGREE OFMASTER OF SCIENCE IN INTEGRATED PRODUCT DESIGN

C Adithi Sarovar115

CONTENTS

C Adithi Sarovar

ABSTRACT

ACKNOWLEDGEMENTS

With all my heart, I would like to thank

Mr. Stephen Green – Supervisor for the disserta�on and Course Director – for his relentless guidanceMiss Suzanne Duff – D&T teacher at the Bishopshalt School – for her willing involvement

The Students – of Bishopshalt School – for their par�cipa�onMr. Andrew Denham and Miss Maria Ana Neves – Entrepreneurs – for their insigh�ul discussions

Mr. Ken Webster – Head of Innova�on at the Ellen MacArthur Founda�on – for his valuable feedbackMr. Beryl Paul – Head of Department of Visual Art Centre at Greenwood High School – for his valuable feedback and

enthusias�c involvement The Students – of Greenwood High School – for their keen and wholehearted par�cipa�on and support

And this would not be possible without

My Parents – for their unparalleled support and encouragementMy Friends – for their con�nuous efforts in making this worth its while

Every child has the poten�al to be successful.

Many students show an early poten�al to be a successful entrepreneur. These young minds can grow to become tomorrow's business leaders, handling immense responsibili�es. However, if this poten�al is not tapped at the right �me, it may never show itself. This disserta�on explores the opportunity of designing a service that can train young students with a flair for design business by connec�ng them with investors and businesses at an early age.

A business in today's economic environment faces many difficul�es and hence the Ellen MacArthur Founda�on has proposed the now popular Circular Economy concept. In this project, systems thinking and service design has been used to propose a secondary level program called 'SuperSeeds' which aims at teaching a young entrepreneur all about se�ng up and star�ng a business. It also aims to teach a student the principles of sustainability in design and incorpora�ng the circular economy model into a business model. The project outlines the full structure of the designed system that can be incorporated in schools and also describes in detail the different stages that a student will go through to achieve the project aims.

1.0 Introduc�on ‐ 4

1.1 Birth of Topic ‐ 4

1.2 Iden�fying Focus Areas ‐ 5

1.3 Key Research Ques�ons ‐ 6

1.4 Defining Aims and Objec�ves ‐ 7

1.5 Project Boundaries ‐ 8

1.6 Project evolu�on ‐ 9

2.0 Literature Review ‐ 11

2.1 Defining Focus Areas ‐ 12

2.1.1 Sustainability ‐12

2.1.2 Educa�on ‐ 15

2.1.3 Entrepreneurship ‐ 17

2.2 Stake Holders ‐ 19

2.3 Circular Economies ‐ 21

2.4 In the Government ‐ 25

2.5 Design and Technology ‐ 27

2.6 Entrepreneurship ‐ 28

2.7 Stakeholder ini�a�ves ‐29

3.0 Primary Research ‐ 33

3.1 Methodology 34

3.1.1 Ethnographic Research ‐ 34

3.1.2 Student Profiles ‐ 37

3.1.3 Teacher's Opinions ‐ 39�3.1.4 Talking with entrepreneurs ‐41

4.0 Design Opportuni�es ‐ 45

4.1 SWOT of Exis�ng ini�a�ves ‐ 45

4.2 Key findings ‐ 47

4.3 Linking Focus Areas Through Design ‐ 48

4.4 Systems case studies ‐ 49

4.5 A Designer's special powers ‐

5.0 Concept Design ‐ 53

5.1 Methodology ‐ 54

5.1.1 Mind Bubbles ‐ 54

5.1.2 Six Minute Storm ‐ 57

5.2 Outcomes ‐ 59�5.2.1 Design Concepts ‐ 59

5.3 Design Tree ‐ 61

5.3.1 Evalua�on ‐62�5.4 Final Design Direc�on ‐ 64�

6.0 Design Development ‐ 65�6.1 Focused Research ‐ 65�

6.1.1 Stakeholder hierarchy 65�6.1.2 Benchmarks ‐67�6.1.3 Service Design 70�6.1.4 Open Innova�on ‐ 71�

6.2 Methodology ‐ 72�6.2.1 Networking ‐ 72�6.2.2 Design Medita�on ‐ 73�

6.3 Design detail ‐ 74�6.3.1 System models ‐ 76�6.3.2 Character Profiles – 79�6.3.3 Stakeholder rela�onships ‐ 81

6.3.4 Task analysis grid ‐ 83�6.3.5 Mo�va�on Matrix ‐ 85�6.3.6 Differen�a�on ‐ 86�6.3.7 Branding Strategy ‐ 87�

6.4 Feedback for design refining‐88�6.4.1 Key stakeholder feedback ‐88

7.0 Final Concept ‐ 92�7.1 The Pitch ‐ 95�7.2 The Journey ‐ 105�7.3 The Brand ‐ 113�7.4 Design Tes�ng ‐ 115�7.5 Student feedback – 119�

8.0 Taking it forward 120

�9.0 References ‐ 121

10.0 Appendix – 125

� 10.1 Appendix 1 ‐ 125�10.2 Appendix 2 ‐ 126�10.3 Appendix 3 ‐ 128�

CONTENTS

C Adithi Sarovar

ABSTRACT

ACKNOWLEDGEMENTS

With all my heart, I would like to thank

Mr. Stephen Green – Supervisor for the disserta�on and Course Director – for his relentless guidanceMiss Suzanne Duff – D&T teacher at the Bishopshalt School – for her willing involvement

The Students – of Bishopshalt School – for their par�cipa�onMr. Andrew Denham and Miss Maria Ana Neves – Entrepreneurs – for their insigh�ul discussions

Mr. Ken Webster – Head of Innova�on at the Ellen MacArthur Founda�on – for his valuable feedbackMr. Beryl Paul – Head of Department of Visual Art Centre at Greenwood High School – for his valuable feedback and

enthusias�c involvement The Students – of Greenwood High School – for their keen and wholehearted par�cipa�on and support

And this would not be possible without

My Parents – for their unparalleled support and encouragementMy Friends – for their con�nuous efforts in making this worth its while

Every child has the poten�al to be successful.

Many students show an early poten�al to be a successful entrepreneur. These young minds can grow to become tomorrow's business leaders, handling immense responsibili�es. However, if this poten�al is not tapped at the right �me, it may never show itself. This disserta�on explores the opportunity of designing a service that can train young students with a flair for design business by connec�ng them with investors and businesses at an early age.

A business in today's economic environment faces many difficul�es and hence the Ellen MacArthur Founda�on has proposed the now popular Circular Economy concept. In this project, systems thinking and service design has been used to propose a secondary level program called 'SuperSeeds' which aims at teaching a young entrepreneur all about se�ng up and star�ng a business. It also aims to teach a student the principles of sustainability in design and incorpora�ng the circular economy model into a business model. The project outlines the full structure of the designed system that can be incorporated in schools and also describes in detail the different stages that a student will go through to achieve the project aims.

1.0 Introduc�on ‐ 4

1.1 Birth of Topic ‐ 4

1.2 Iden�fying Focus Areas ‐ 5

1.3 Key Research Ques�ons ‐ 6

1.4 Defining Aims and Objec�ves ‐ 7

1.5 Project Boundaries ‐ 8

1.6 Project evolu�on ‐ 9

2.0 Literature Review ‐ 11

2.1 Defining Focus Areas ‐ 12

2.1.1 Sustainability ‐12

2.1.2 Educa�on ‐ 15

2.1.3 Entrepreneurship ‐ 17

2.2 Stake Holders ‐ 19

2.3 Circular Economies ‐ 21

2.4 In the Government ‐ 25

2.5 Design and Technology ‐ 27

2.6 Entrepreneurship ‐ 28

2.7 Stakeholder ini�a�ves ‐29

3.0 Primary Research ‐ 33

3.1 Methodology 34

3.1.1 Ethnographic Research ‐ 34

3.1.2 Student Profiles ‐ 37

3.1.3 Teacher's Opinions ‐ 39�3.1.4 Talking with entrepreneurs ‐41

4.0 Design Opportuni�es ‐ 45

4.1 SWOT of Exis�ng ini�a�ves ‐ 45

4.2 Key findings ‐ 47

4.3 Linking Focus Areas Through Design ‐ 48

4.4 Systems case studies ‐ 49

4.5 A Designer's special powers ‐

5.0 Concept Design ‐ 53

5.1 Methodology ‐ 54

5.1.1 Mind Bubbles ‐ 54

5.1.2 Six Minute Storm ‐ 57

5.2 Outcomes ‐ 59�5.2.1 Design Concepts ‐ 59

5.3 Design Tree ‐ 61

5.3.1 Evalua�on ‐62�5.4 Final Design Direc�on ‐ 64�

6.0 Design Development ‐ 65�6.1 Focused Research ‐ 65�

6.1.1 Stakeholder hierarchy 65�6.1.2 Benchmarks ‐67�6.1.3 Service Design 70�6.1.4 Open Innova�on ‐ 71�

6.2 Methodology ‐ 72�6.2.1 Networking ‐ 72�6.2.2 Design Medita�on ‐ 73�

6.3 Design detail ‐ 74�6.3.1 System models ‐ 76�6.3.2 Character Profiles – 79�6.3.3 Stakeholder rela�onships ‐ 81

6.3.4 Task analysis grid ‐ 83�6.3.5 Mo�va�on Matrix ‐ 85�6.3.6 Differen�a�on ‐ 86�6.3.7 Branding Strategy ‐ 87�

6.4 Feedback for design refining‐88�6.4.1 Key stakeholder feedback ‐88

7.0 Final Concept ‐ 92�7.1 The Pitch ‐ 95�7.2 The Journey ‐ 105�7.3 The Brand ‐ 113�7.4 Design Tes�ng ‐ 115�7.5 Student feedback – 119�

8.0 Taking it forward 120

�9.0 References ‐ 121

10.0 Appendix – 125

� 10.1 Appendix 1 ‐ 125�10.2 Appendix 2 ‐ 126�10.3 Appendix 3 ‐ 128�

A majority of ideas start forming from a young age. These ideas, when influenced in the right manner, take shape into real projects. An innovator in school can grow up to becoming an entrepreneur and building big enterprises or industries, and any industry can be the cause of posi�ve or nega�ve impacts towards the environment, society, economy and human life. It is an entrepreneur's duty to realize the effects and influences they can trigger. This project explores and defines the opportunity of promp�ng values of entrepreneurship in a young student to benefit the growth of UK's economy towards a more sustainable future.

Talent | Crea�vity | Innova�on

The above words are frequently used throughout a person's life. We here it as we grow up amidst talented peers in schools. We here it as we approach our teenage years, trying to stand out from the crowd by being crea�ve. We here it as young graduates when innova�ve ideas are sparking success stories all around us. As children, the concept of using our talents crea�vely to innovate new ways of doing things is embraced and quite rapidly put into prac�ce. However, as we get sucked into the vortex of educa�on, the age old system of academics over innova�on influences our thinking. We stop taking risks and focus more on crea�ng a comfortable atmosphere around us in the easiest way possible. Of course, there is nothing wrong with this, but then again, what about the few who are capable of more? Those who are capable of becoming inventors of new technologies, or heading global businesses?

A cri�cal look into today's educa�on system opened up various windows of opportuni�es for improvements that could benefit every student and in turn the society as a whole. This project was ini�ated in the hope of altering the way we are educated in schools, kindling a new genera�on of thinkers who can challenge the pre‐set no�ons of school culture. The structure followed in today's educa�on system is embedded deep and will require the coming together of mul�ple factors to create a real posi�ve change. This project is just a start to crea�ng a revolu�on in the educa�on system.

iNTRODUCTiONBIRTH OF TOPIC

C Adithi Sarovar

THE EGG

The chapters have been divided into four main stages of evolu�on.These stages show the progress of the project throughout the report

from the egg stage to the final stage of the bu�erfly

Chapter 1

Chapter 2

Chapter 4

Chapter 3

Chapter 5

Chapter 6

Chapter 7

THE EGG

THE CHRYSALIS

THE BUTTERFLY

THE CATERPILLAR

A majority of ideas start forming from a young age. These ideas, when influenced in the right manner, take shape into real projects. An innovator in school can grow up to becoming an entrepreneur and building big enterprises or industries, and any industry can be the cause of posi�ve or nega�ve impacts towards the environment, society, economy and human life. It is an entrepreneur's duty to realize the effects and influences they can trigger. This project explores and defines the opportunity of promp�ng values of entrepreneurship in a young student to benefit the growth of UK's economy towards a more sustainable future.

Talent | Crea�vity | Innova�on

The above words are frequently used throughout a person's life. We here it as we grow up amidst talented peers in schools. We here it as we approach our teenage years, trying to stand out from the crowd by being crea�ve. We here it as young graduates when innova�ve ideas are sparking success stories all around us. As children, the concept of using our talents crea�vely to innovate new ways of doing things is embraced and quite rapidly put into prac�ce. However, as we get sucked into the vortex of educa�on, the age old system of academics over innova�on influences our thinking. We stop taking risks and focus more on crea�ng a comfortable atmosphere around us in the easiest way possible. Of course, there is nothing wrong with this, but then again, what about the few who are capable of more? Those who are capable of becoming inventors of new technologies, or heading global businesses?

A cri�cal look into today's educa�on system opened up various windows of opportuni�es for improvements that could benefit every student and in turn the society as a whole. This project was ini�ated in the hope of altering the way we are educated in schools, kindling a new genera�on of thinkers who can challenge the pre‐set no�ons of school culture. The structure followed in today's educa�on system is embedded deep and will require the coming together of mul�ple factors to create a real posi�ve change. This project is just a start to crea�ng a revolu�on in the educa�on system.

iNTRODUCTiONBIRTH OF TOPIC

C Adithi Sarovar

THE EGG

The chapters have been divided into four main stages of evolu�on.These stages show the progress of the project throughout the report

from the egg stage to the final stage of the bu�erfly

Chapter 1

Chapter 2

Chapter 4

Chapter 3

Chapter 5

Chapter 6

Chapter 7

THE EGG

THE CHRYSALIS

THE BUTTERFLY

THE CATERPILLAR

IDENTIFYING FOCUS AREAS

Three main areas have been iden�fied in the development of this project.

The first is the role of educa�on in today's cultural societyThe evolu�on of this genera�on's cultural and social life has made a mark in history like never before. Young graduates today have opportuni�es that would have been unheard of a few decades back. This new and exci�ng situa�on demands that the educa�on system provides the youth with the necessary founda�ons for them to be prepared in entering the global compe��on.

Second is the defini�on of entrepreneurs and the benefits they can bring to an economyA successful business can put a country on the map. Entrepreneurs, apart from genera�ng jobs, also help in defining a na�on's success by bringing in revenue through interna�onal rela�ons. The BRIC countries (Brazil, Russia, India and China) are responsible for 70 percent of the global growth and are hubs for entrepreneurs. The third is the crucial need to shi� towards a more sustainable economyAny big industry will have certain impacts on the environment, economy and the society of a country. It is therefore very important that these businesses think clearly about how to overcome these major sustainability issues without compromising their profitability and by causing the least damage to the earth's resources and human life.

An important element in the development of the project is to analyze these areas by in‐depth qualita�ve research and iden�fying links that connect one area to the other. From an early stage of the project, it has been apparent that the three areas are discreetly connected to each other and can be tac�ully influenced to achieve the project objec�ves.

In the figure below, the three main focus areas have been recognized as sustainability, educa�on and entrepreneurship. Each area is represented with a different circle that overlaps with the other two areas, which indicate that all the three areas are closely interlinked. The project focuses on who the stakeholders are in the sec�on where all three overlap, who are the target audience in the areas of educa�on and entrepreneurship and finally, what design can do widely in all the three areas.

KEY RESEARCH QUESTIONS

The development of key research ques�ons assisted in comprehending the magnitude of the situa�on and then defining boundaries to work within. The research ques�ons targeted each area (Educa�on, entrepreneurship and sustainability) individually.

The research streamed out based on three ini�al ques�ons

1. What is the background and current situa�on of each area?2. Who are the major stakeholders?3. How are the stakeholders currently involved?

The answers to the above ques�ons can be found in the chapter ‐ Literature Review.

Apart from the main ques�ons, the study also required the need of answering smaller sub‐ques�ons related to the nature, influences and future scope of the three targeted areas. These sub‐ques�ons spring up at various points of the en�re research phase, further merging into the development of the project.

C Adithi Sarovar

THE EGG

IDENTIFYING FOCUS AREAS

Three main areas have been iden�fied in the development of this project.

The first is the role of educa�on in today's cultural societyThe evolu�on of this genera�on's cultural and social life has made a mark in history like never before. Young graduates today have opportuni�es that would have been unheard of a few decades back. This new and exci�ng situa�on demands that the educa�on system provides the youth with the necessary founda�ons for them to be prepared in entering the global compe��on.

Second is the defini�on of entrepreneurs and the benefits they can bring to an economyA successful business can put a country on the map. Entrepreneurs, apart from genera�ng jobs, also help in defining a na�on's success by bringing in revenue through interna�onal rela�ons. The BRIC countries (Brazil, Russia, India and China) are responsible for 70 percent of the global growth and are hubs for entrepreneurs. The third is the crucial need to shi� towards a more sustainable economyAny big industry will have certain impacts on the environment, economy and the society of a country. It is therefore very important that these businesses think clearly about how to overcome these major sustainability issues without compromising their profitability and by causing the least damage to the earth's resources and human life.

An important element in the development of the project is to analyze these areas by in‐depth qualita�ve research and iden�fying links that connect one area to the other. From an early stage of the project, it has been apparent that the three areas are discreetly connected to each other and can be tac�ully influenced to achieve the project objec�ves.

In the figure below, the three main focus areas have been recognized as sustainability, educa�on and entrepreneurship. Each area is represented with a different circle that overlaps with the other two areas, which indicate that all the three areas are closely interlinked. The project focuses on who the stakeholders are in the sec�on where all three overlap, who are the target audience in the areas of educa�on and entrepreneurship and finally, what design can do widely in all the three areas.

KEY RESEARCH QUESTIONS

The development of key research ques�ons assisted in comprehending the magnitude of the situa�on and then defining boundaries to work within. The research ques�ons targeted each area (Educa�on, entrepreneurship and sustainability) individually.

The research streamed out based on three ini�al ques�ons

1. What is the background and current situa�on of each area?2. Who are the major stakeholders?3. How are the stakeholders currently involved?

The answers to the above ques�ons can be found in the chapter ‐ Literature Review.

Apart from the main ques�ons, the study also required the need of answering smaller sub‐ques�ons related to the nature, influences and future scope of the three targeted areas. These sub‐ques�ons spring up at various points of the en�re research phase, further merging into the development of the project.

C Adithi Sarovar

THE EGG

Objec�vesThe objec�ves for this project are segregated as 'Primary' and 'Secondary'.

Primary Objec�ves (immediate effect)1. Educa�ng the youth about sustainability values and principles2. Crea�ng a strong service network to convert innova�ve ideas into a

sustainable business model3. Create awareness on the importance of training entrepreneurs towards

a circular economy model from an early stage

Secondary Objec�ves (long term effects)1. Ins�gate an altera�on in the present educa�on system2. Develop a shi� from the liner economy model to a circular economy

model3. Generate interest within the general public about issues related to

educa�on, entrepreneurship and sustainability.

The inten�on of this project is to educate young entrepreneurs about sustainability issues, with the inten�on that when these young ideas take shape and grow into businesses, issues like environmental and economic sustainability are well thought about from the start. This will be a star�ng point towards shi�ing to a more sustainable economy and ecosphere. The project also focuses on enhancing and encouraging the entrepreneurial abili�es of the youth in order to boost a country’s economic growth.

AIMS AND OBJECTIVES

Direc�ng youngentrepreneurialinnova�ontowards acircular economy

To achieve a greater understanding of a subject, it is helpful to specialize within it. For this purpose, the following boundaries have been defined for this project

PROJECT BOUNDARIES

Target Place – England, UKThe development of the project will be based on the research done about the current situa�on in England. Though influences may be picked up from other parts of the UK, the final deliverables will be defined to be executed ini�ally only within England. The project may grow throughout the UK as a future scenario.

Target Audience – Secondary School Students (Age 14 to 16)This age group has been selected based on the format of educa�on in the UK. Students at the beginning of secondary school are required to make subject choices that may influence their future career paths.

Area of Focus – Design and Technology in the Na�onal CurriculumThe subject Design and Technology has been selected as it plays a key role in shaping innovators in the economy. The subject is linked to crea�vity and originality in ideas, which are the key dynamics of an entrepreneur

(Fina a pub, 2001 ‐ 2007)

C Adithi Sarovar

THE EGG

Objec�vesThe objec�ves for this project are segregated as 'Primary' and 'Secondary'.

Primary Objec�ves (immediate effect)1. Educa�ng the youth about sustainability values and principles2. Crea�ng a strong service network to convert innova�ve ideas into a

sustainable business model3. Create awareness on the importance of training entrepreneurs towards

a circular economy model from an early stage

Secondary Objec�ves (long term effects)1. Ins�gate an altera�on in the present educa�on system2. Develop a shi� from the liner economy model to a circular economy

model3. Generate interest within the general public about issues related to

educa�on, entrepreneurship and sustainability.

The inten�on of this project is to educate young entrepreneurs about sustainability issues, with the inten�on that when these young ideas take shape and grow into businesses, issues like environmental and economic sustainability are well thought about from the start. This will be a star�ng point towards shi�ing to a more sustainable economy and ecosphere. The project also focuses on enhancing and encouraging the entrepreneurial abili�es of the youth in order to boost a country’s economic growth.

AIMS AND OBJECTIVES

Direc�ng youngentrepreneurialinnova�ontowards acircular economy

To achieve a greater understanding of a subject, it is helpful to specialize within it. For this purpose, the following boundaries have been defined for this project

PROJECT BOUNDARIES

Target Place – England, UKThe development of the project will be based on the research done about the current situa�on in England. Though influences may be picked up from other parts of the UK, the final deliverables will be defined to be executed ini�ally only within England. The project may grow throughout the UK as a future scenario.

Target Audience – Secondary School Students (Age 14 to 16)This age group has been selected based on the format of educa�on in the UK. Students at the beginning of secondary school are required to make subject choices that may influence their future career paths.

Area of Focus – Design and Technology in the Na�onal CurriculumThe subject Design and Technology has been selected as it plays a key role in shaping innovators in the economy. The subject is linked to crea�vity and originality in ideas, which are the key dynamics of an entrepreneur

(Fina a pub, 2001 ‐ 2007)

C Adithi Sarovar

THE EGG

PROJECT EVOLUTION

Discover

A�er the selec�on of the topic, background research was done in the areas of sustainability, entrepreneurship and educa�on. This included exploring the stakeholders involved and targe�ng the key stakeholders in the respec�ve areas. It also included research on the current issues in each area, stakeholder opinions, ini�a�ves and analyzing public response to different controversies and theories. Further, it involved analyzing the research to mark out the important developments and cri�cal issues.

Define

Insights and opportuni�es were defined a�er conduc�ng various interviews with stakeholders (entrepreneurs, freelancers, teachers, students) and also through discussions and ethnographic research. Based on the primary and secondary research methods, various design opportuni�es arose. An evalua�on of these methods was conducted using a point based evalua�on system through which a final direc�on could be selected.

C Adithi Sarovar

Develop

The defini�on of the final design brief was followed by more research in a focused route. This included looking at benchmarks and case studies in the area of the final concept. Also, more research was done on the stakeholder hierarchy, service design methods and the open innova�on concept. This was followed with a some feedback which led to developing and detailing the final concept proposal. Various methods of developing the concept were used like understanding the character profiles, defining the brand, differen�a�on, system maps, etc. A�er feedback from a key stakeholder, the final pitch was re‐designed.

Deliver

The deliverables for the final concept included ‐ The Pitch ‐ which gave the details of the final design, including the main system structure. The second deliverable ‐ The Journey ‐ defines in detail the different stages of the whole design and ‐ The Brand ‐ defines the details of the name and logo of the final design proposal. This was followed with tes�ng the proposed design in a school and the results were used for analyzing further possibili�es of the service design proposal.

THE EGG

PROJECT EVOLUTION

Discover

A�er the selec�on of the topic, background research was done in the areas of sustainability, entrepreneurship and educa�on. This included exploring the stakeholders involved and targe�ng the key stakeholders in the respec�ve areas. It also included research on the current issues in each area, stakeholder opinions, ini�a�ves and analyzing public response to different controversies and theories. Further, it involved analyzing the research to mark out the important developments and cri�cal issues.

Define

Insights and opportuni�es were defined a�er conduc�ng various interviews with stakeholders (entrepreneurs, freelancers, teachers, students) and also through discussions and ethnographic research. Based on the primary and secondary research methods, various design opportuni�es arose. An evalua�on of these methods was conducted using a point based evalua�on system through which a final direc�on could be selected.

C Adithi Sarovar

Develop

The defini�on of the final design brief was followed by more research in a focused route. This included looking at benchmarks and case studies in the area of the final concept. Also, more research was done on the stakeholder hierarchy, service design methods and the open innova�on concept. This was followed with a some feedback which led to developing and detailing the final concept proposal. Various methods of developing the concept were used like understanding the character profiles, defining the brand, differen�a�on, system maps, etc. A�er feedback from a key stakeholder, the final pitch was re‐designed.

Deliver

The deliverables for the final concept included ‐ The Pitch ‐ which gave the details of the final design, including the main system structure. The second deliverable ‐ The Journey ‐ defines in detail the different stages of the whole design and ‐ The Brand ‐ defines the details of the name and logo of the final design proposal. This was followed with tes�ng the proposed design in a school and the results were used for analyzing further possibili�es of the service design proposal.

THE EGG

LiTERATURE REVIEW

To understand the present atmosphere of the chosen topic, it is important to first answer the key ques�ons.

1. What is the background and current situa�on of each area?

2. Who are the major stakeholders?3. How are the stakeholders currently involved?

A start to answering these ques�ons begins with gaining understanding of the three main areas of focus. For this, ini�al desk research was conducted which further branched out to understanding the key ques�ons above and connec�ng these to the research findings.

sustainability entrepreneurship

education

DEFINING FOCUS AREAS

Sustainability

The term sustainability is being used frequently in various instances today. Whether it is a mul�na�onal company discussing their sustainability values or a man at home looking for ways to make his monthly income more sustainable. The importance of this concept is now wide spread across the na�on giving it value like never before.

There are four segments to sustainability.

C Adithi Sarovar

THE CATERPILLAR

LiTERATURE REVIEW

To understand the present atmosphere of the chosen topic, it is important to first answer the key ques�ons.

1. What is the background and current situa�on of each area?

2. Who are the major stakeholders?3. How are the stakeholders currently involved?

A start to answering these ques�ons begins with gaining understanding of the three main areas of focus. For this, ini�al desk research was conducted which further branched out to understanding the key ques�ons above and connec�ng these to the research findings.

sustainability entrepreneurship

education

DEFINING FOCUS AREAS

Sustainability

The term sustainability is being used frequently in various instances today. Whether it is a mul�na�onal company discussing their sustainability values or a man at home looking for ways to make his monthly income more sustainable. The importance of this concept is now wide spread across the na�on giving it value like never before.

There are four segments to sustainability.

C Adithi Sarovar

THE CATERPILLAR

This segment of sustainability focuses on maximizing human performance mainly at work. Companies look at human sustainability to increase their produc�vity where human labor is involved. Humans can be most produc�ve when their interac�ons in work environments are carefully planned. This in turn can benefit an organiza�on by decreasing the efforts needed to complete a task, increasing efficiency with rela�on to the �me required to complete a given task and overall providing a happier and more comfortable space for workers. All these factors can directly benefit the growth of a company or business. Apart from a commercial perspec�ve, it is also important that humans are kept comfortable in their daily life to cope with the stresses of the major issues developing in this century. Improved work condi�ons, cleaner environments, increased salaries and happier peer groups can all contribute to the development of a country.

Sustainability of the environment is the most popular and also probably the most urgently required segment. Most mul�‐na�onal corpora�ons in the world are required to re‐think about the impacts their businesses can have on the environment. Widely speaking, environmental sustainability focuses on protec�ng our earth's resources from deple�on. We need to protect our ecosphere from overall contamina�ons and ex�nc�on of flora and fauna. By doing this, we may be able to save a few resources for the genera�ons to follow. It is a fact that the present situa�on is bad. Non‐governmental organiza�ons, big industries, smaller start‐ups are all realizing the importance of protec�ng the worlds resources and implemen�ng measures and policies to cause less harm to our surroundings. The environment has a natural property of replenishing resources that man uses up. But today, we are using up these resources much faster than the earth is capable of replenishing. This is called the earth's resilience. As responsible humans, it is our duty to ensure that there is equity in the distribu�on of resources, i.e. we need to make sure that the future genera�ons are not compromised of their share of the resources available. For this to be possible, a more circular, cradle‐to‐cradle approach must be implemented in all out products and services.

HUMAN SUSTAINABILITY ENVIRONMENTAL SUSTAINABILITY

As the name suggests, this segment of sustainability emphasizes on managing the financial and economic resources. This may be the investments done by an organiza�on or it may be the sustainability of a na�on's economy. In today's compe��ve global scene, every na�on is seeking to improve their economic stability to sustain their posi�on as the leading global economy.. With the onset of the recession in the year 2009 countries like The United States and Europe were drowning. Even today these economies are working hard to sustain themselves in the global race. Organiza�ons need to be built to last these unfortunate circumstances that may spring up in the market. Also long term profitability is an important part of economic sustainability of any new or established organiza�on. Without proper long term economic plans, goals and aims, the sustenance of a na�on or even a small business may fall, causing damages to the stakeholders involved and also to the society, depending on the magnitude of the establishment and its influence on the involved groups.

Sustainability in a social context focuses on communi�es and their social responsibili�es. These may be poli�cal, religious or any other community in a na�on. It is important that these communi�es can live in co‐ordina�on with each other and maintain peace amongst them. The services offered by various organiza�ons promote the growth of these communi�es. The structures and the future of any community is important to the social sustenance and plays a role in the mental and physical health of the involved stakeholders.

ECONOMICAL SUSTAINABILITY SOCIAL SUSTAINABILITY

C Adithi Sarovar

THE CATERPILLAR

This segment of sustainability focuses on maximizing human performance mainly at work. Companies look at human sustainability to increase their produc�vity where human labor is involved. Humans can be most produc�ve when their interac�ons in work environments are carefully planned. This in turn can benefit an organiza�on by decreasing the efforts needed to complete a task, increasing efficiency with rela�on to the �me required to complete a given task and overall providing a happier and more comfortable space for workers. All these factors can directly benefit the growth of a company or business. Apart from a commercial perspec�ve, it is also important that humans are kept comfortable in their daily life to cope with the stresses of the major issues developing in this century. Improved work condi�ons, cleaner environments, increased salaries and happier peer groups can all contribute to the development of a country.

Sustainability of the environment is the most popular and also probably the most urgently required segment. Most mul�‐na�onal corpora�ons in the world are required to re‐think about the impacts their businesses can have on the environment. Widely speaking, environmental sustainability focuses on protec�ng our earth's resources from deple�on. We need to protect our ecosphere from overall contamina�ons and ex�nc�on of flora and fauna. By doing this, we may be able to save a few resources for the genera�ons to follow. It is a fact that the present situa�on is bad. Non‐governmental organiza�ons, big industries, smaller start‐ups are all realizing the importance of protec�ng the worlds resources and implemen�ng measures and policies to cause less harm to our surroundings. The environment has a natural property of replenishing resources that man uses up. But today, we are using up these resources much faster than the earth is capable of replenishing. This is called the earth's resilience. As responsible humans, it is our duty to ensure that there is equity in the distribu�on of resources, i.e. we need to make sure that the future genera�ons are not compromised of their share of the resources available. For this to be possible, a more circular, cradle‐to‐cradle approach must be implemented in all out products and services.

HUMAN SUSTAINABILITY ENVIRONMENTAL SUSTAINABILITY

As the name suggests, this segment of sustainability emphasizes on managing the financial and economic resources. This may be the investments done by an organiza�on or it may be the sustainability of a na�on's economy. In today's compe��ve global scene, every na�on is seeking to improve their economic stability to sustain their posi�on as the leading global economy.. With the onset of the recession in the year 2009 countries like The United States and Europe were drowning. Even today these economies are working hard to sustain themselves in the global race. Organiza�ons need to be built to last these unfortunate circumstances that may spring up in the market. Also long term profitability is an important part of economic sustainability of any new or established organiza�on. Without proper long term economic plans, goals and aims, the sustenance of a na�on or even a small business may fall, causing damages to the stakeholders involved and also to the society, depending on the magnitude of the establishment and its influence on the involved groups.

Sustainability in a social context focuses on communi�es and their social responsibili�es. These may be poli�cal, religious or any other community in a na�on. It is important that these communi�es can live in co‐ordina�on with each other and maintain peace amongst them. The services offered by various organiza�ons promote the growth of these communi�es. The structures and the future of any community is important to the social sustenance and plays a role in the mental and physical health of the involved stakeholders.

ECONOMICAL SUSTAINABILITY SOCIAL SUSTAINABILITY

C Adithi Sarovar

THE CATERPILLAR

Educa�on

As described in the project boundaries, the focus for this research will be on secondary schools in the UK and importance will be given to the subject of Design and Technology as it plays a major role in the development of entrepreneurial and sustainable design thinking in students.

It is important for the development of this project to understand the hierarchy of the educa�on system in the United Kingdom. Who are the main decision makers, what decisions are made and how this affects the student. In the UK, the na�onal curriculum is formed by the Department for Educa�on (DfE) which is part of the government. The na�onal curriculum is framed through subject experts that include the STEM subjects. The STEM subjects are Science, Technology, Engineering and Math. Apart from the STEM subjects, students are also exposed to founda�on subjects like Art, Design and Technology, Drama, Geography, History, Music, Religious Studies, Music, Etc. These subjects are all part of the secondary schooling in the UK.

There are various awarding bodies associated to schools through which a student can access the na�onal curriculum. A�er secondary school, a student moves on to Sixth Form College where they can take up exams associated to bodies like GCSE, A‐Levels, IBDP, etc.

The hierarchy pyramid for the educa�on system con�nues with these awarding bodies, schools and universi�es working together under the DfE to support students with the na�onal curriculum. There are also various founda�ons and organiza�ons that lend their support in individual fields to schools and students (E.g. Ellen McArthur Founda�on and The Design and Technology Associa�on). Last in the hierarchy pyramid are the opinions of leaders of the na�on and of course the public.

C Adithi Sarovar

THE CATERPILLAR

Educa�on

As described in the project boundaries, the focus for this research will be on secondary schools in the UK and importance will be given to the subject of Design and Technology as it plays a major role in the development of entrepreneurial and sustainable design thinking in students.

It is important for the development of this project to understand the hierarchy of the educa�on system in the United Kingdom. Who are the main decision makers, what decisions are made and how this affects the student. In the UK, the na�onal curriculum is formed by the Department for Educa�on (DfE) which is part of the government. The na�onal curriculum is framed through subject experts that include the STEM subjects. The STEM subjects are Science, Technology, Engineering and Math. Apart from the STEM subjects, students are also exposed to founda�on subjects like Art, Design and Technology, Drama, Geography, History, Music, Religious Studies, Music, Etc. These subjects are all part of the secondary schooling in the UK.

There are various awarding bodies associated to schools through which a student can access the na�onal curriculum. A�er secondary school, a student moves on to Sixth Form College where they can take up exams associated to bodies like GCSE, A‐Levels, IBDP, etc.

The hierarchy pyramid for the educa�on system con�nues with these awarding bodies, schools and universi�es working together under the DfE to support students with the na�onal curriculum. There are also various founda�ons and organiza�ons that lend their support in individual fields to schools and students (E.g. Ellen McArthur Founda�on and The Design and Technology Associa�on). Last in the hierarchy pyramid are the opinions of leaders of the na�on and of course the public.

C Adithi Sarovar

THE CATERPILLAR

Entrepreneurship

Star�ng a business is not easy work. Even with ample investments and opportuni�es, a few missing links can pull down a business venture. Crea�vity, hard work, an ability to make quick decisions, taking risks and a lot of passion are key characteris�cs of a natural born entrepreneur. Most of the success stories that we come across would be a case where the above men�oned elements are present in the right quan��es and are acted upon at the right �me. The project focuses on training these elements in the youth of our society to help them realize their poten�al at an early age. This will give them the ability and the knowledge to make career decisions from the start of their Sixth Form college. For an entrepreneur, experience is the best learning resource, and if this experience can be given to a young person looking at se�ng up a business, their probabili�es of success can be increased.

In the project, an emphasis has been made in the field of design entrepreneurship, and the target is to enable students to realize their poten�al and empower them with knowledge about se�ng up a business as a designer. Here, prac�cal facts plays a big role, and as future entrepreneurs, the youth must be guided in the right manner in order to ensure that they are aware of how it would benefit them and those around them, what it would mean to the society and the economy that they are a part of and also all the risks involved with star�ng a business venture.

A research conducted by Barclays Bank on entrepreneurs verifies that those who choose this career path are happier, more sa�sfied and work harder as they are more content with their jobs.

(Barclays Business, 2013)

C Adithi Sarovar

THE CATERPILLAR

Entrepreneurship

Star�ng a business is not easy work. Even with ample investments and opportuni�es, a few missing links can pull down a business venture. Crea�vity, hard work, an ability to make quick decisions, taking risks and a lot of passion are key characteris�cs of a natural born entrepreneur. Most of the success stories that we come across would be a case where the above men�oned elements are present in the right quan��es and are acted upon at the right �me. The project focuses on training these elements in the youth of our society to help them realize their poten�al at an early age. This will give them the ability and the knowledge to make career decisions from the start of their Sixth Form college. For an entrepreneur, experience is the best learning resource, and if this experience can be given to a young person looking at se�ng up a business, their probabili�es of success can be increased.

In the project, an emphasis has been made in the field of design entrepreneurship, and the target is to enable students to realize their poten�al and empower them with knowledge about se�ng up a business as a designer. Here, prac�cal facts plays a big role, and as future entrepreneurs, the youth must be guided in the right manner in order to ensure that they are aware of how it would benefit them and those around them, what it would mean to the society and the economy that they are a part of and also all the risks involved with star�ng a business venture.

A research conducted by Barclays Bank on entrepreneurs verifies that those who choose this career path are happier, more sa�sfied and work harder as they are more content with their jobs.

(Barclays Business, 2013)

C Adithi Sarovar

THE CATERPILLAR

Stakeholders in Educa�on:The main stakeholders for the purpose of this project are the students from secondary level educa�on. All other stakeholders are involved directly or indirectly with the students. Everything explored in the project is centralized around the student and this makes is crucial that everyone involved understand the student profile as well as possible.

Other stakeholders in the area of educa�on include the Department for Educa�on (DfE), Exam Boards and awarding bodies, Founda�ons and Trusts like the Design and Technology Associa�on (DATA) and the Ellen MacArthur Founda�on (EMacAF), the Sorrel Founda�on, etc. It also involves schools, universi�es, teachers, parents, educa�on experts and child experts, etc.

Stakeholders in SustainabilityThis area essen�ally includes Environmentalists and Designers and engineers in the field of Sustainable Innova�on. It also involves the government who would be a major influence in the area of sustainability to set up new policies and schemes. Lastly, volunteers and ci�zens would also be considered as involved stakeholders in the project.

STAKE HOLDERSIN THE FIELDS OF EDUCATION, ENTREPRENEURSHIP AND SUSTAINABILITY

Stakeholders in EntrepreneurshipThis area would mainly include business leaders, smaller start‐ups, entrepreneurs and freelancers in various fields and also organiza�ons and universi�es who promote entrepreneurship and innova�on. The government, through the Department for Business, Innova�on and Skills has also recognized the importance of entrepreneurs and start‐ups and hence a number of new schemes have been launched in this regard, making them an important stakeholder for the project. The most important stakeholder for this project are investors, as connec�ng them to student entrepreneurs means that students will get the necessary support to fund their projects. Also, the expert guidance of an investor can play a major role for the development of a business. Apart from individuals, other funding sources like Crowd Funding, Crowd Sourcing and Business Angles have also been taken into account.

Exploring the stakeholders in the main focus areas began by sessions of desk research, leading to recognizing the important stakeholders and the different connec�ons that could be made within the framework. To achieve the final aim described previously, a network of involved players are required. This makes it important to establish who the main stakeholders are in the fields of educa�on, entrepreneurship and sustainability, and how they can all contribute and benefit individually or from each other while traveling towards the aims and objec�ves.

C Adithi Sarovar

THE CATERPILLAR

Stakeholders in Educa�on:The main stakeholders for the purpose of this project are the students from secondary level educa�on. All other stakeholders are involved directly or indirectly with the students. Everything explored in the project is centralized around the student and this makes is crucial that everyone involved understand the student profile as well as possible.

Other stakeholders in the area of educa�on include the Department for Educa�on (DfE), Exam Boards and awarding bodies, Founda�ons and Trusts like the Design and Technology Associa�on (DATA) and the Ellen MacArthur Founda�on (EMacAF), the Sorrel Founda�on, etc. It also involves schools, universi�es, teachers, parents, educa�on experts and child experts, etc.

Stakeholders in SustainabilityThis area essen�ally includes Environmentalists and Designers and engineers in the field of Sustainable Innova�on. It also involves the government who would be a major influence in the area of sustainability to set up new policies and schemes. Lastly, volunteers and ci�zens would also be considered as involved stakeholders in the project.

STAKE HOLDERSIN THE FIELDS OF EDUCATION, ENTREPRENEURSHIP AND SUSTAINABILITY

Stakeholders in EntrepreneurshipThis area would mainly include business leaders, smaller start‐ups, entrepreneurs and freelancers in various fields and also organiza�ons and universi�es who promote entrepreneurship and innova�on. The government, through the Department for Business, Innova�on and Skills has also recognized the importance of entrepreneurs and start‐ups and hence a number of new schemes have been launched in this regard, making them an important stakeholder for the project. The most important stakeholder for this project are investors, as connec�ng them to student entrepreneurs means that students will get the necessary support to fund their projects. Also, the expert guidance of an investor can play a major role for the development of a business. Apart from individuals, other funding sources like Crowd Funding, Crowd Sourcing and Business Angles have also been taken into account.

Exploring the stakeholders in the main focus areas began by sessions of desk research, leading to recognizing the important stakeholders and the different connec�ons that could be made within the framework. To achieve the final aim described previously, a network of involved players are required. This makes it important to establish who the main stakeholders are in the fields of educa�on, entrepreneurship and sustainability, and how they can all contribute and benefit individually or from each other while traveling towards the aims and objec�ves.

C Adithi Sarovar

THE CATERPILLAR

CIRCULAR ECONOMIES AND THE ELLEN MACARTHUR FOUNDATION

“A CIRCULAR ECONOMY AIMS TO DESIGN OUT WASTE” (Potocnik, 2010)

A study of the reports 'Towards the Circular Economy' and 'Ahead of the curve' published by Ellen MacArthur Founda�on gives a detailed insight into what are the main features of a circular economy and how the country can benefit from adop�ng a circular economy model. To understand the concept in a nutshell, the following defini�on is very descrip�ve:

“The circular economy is a generic term for an industrial economy that is, by design or inten�on, restora�ve and in which materials flows are of two types, biological nutrients, designed to reenter the biosphere safely, and technical nutrients, which are designed to circulate at high quality without entering the biosphere.” (Wikipedia, 2013)

The Linear economy uses the Take – Make – Dump route which results in huge amounts of waste that are a mix of biological and technical nutrients. An economy progressing with the Liner model induces large amounts of harmful waste into the earth and reduces the capacity of the earth to replenish its resources. It does not encourage recycling or reuse of any technical elements, thus only con�nuously taking from the earth but not restoring any of the used material. This will result in the ex�nc�on of various resources that the earth has to offer. Economies today need to shi� to a model which not only uses resources but carefully and methodically gives back these resources to the earth in order to enable its replenishment for use in the future. This is called cradle to cradle, where materials taken from the earth (our cradle) is returned to it, forming a con�nuous circle or loop of resources. This circular model as compared to a linear model has benefits to an economy that are manifold.

“It replaces the 'end‐of‐life' concept with restora�on, shi�s towards the use of renewable energy, eliminates the use of toxic chemicals, which impair re‐use, and aims for the elimina�on of waste through the superior design of materials, products, systems and within this business model.” (Potocnik, 2010)

(Ellen MacArthur Founda�on, 2012)

(link2, 2012)

(Heacademy, 2013)

C Adithi Sarovar

THE CATERPILLAR

CIRCULAR ECONOMIES AND THE ELLEN MACARTHUR FOUNDATION

“A CIRCULAR ECONOMY AIMS TO DESIGN OUT WASTE” (Potocnik, 2010)

A study of the reports 'Towards the Circular Economy' and 'Ahead of the curve' published by Ellen MacArthur Founda�on gives a detailed insight into what are the main features of a circular economy and how the country can benefit from adop�ng a circular economy model. To understand the concept in a nutshell, the following defini�on is very descrip�ve:

“The circular economy is a generic term for an industrial economy that is, by design or inten�on, restora�ve and in which materials flows are of two types, biological nutrients, designed to reenter the biosphere safely, and technical nutrients, which are designed to circulate at high quality without entering the biosphere.” (Wikipedia, 2013)

The Linear economy uses the Take – Make – Dump route which results in huge amounts of waste that are a mix of biological and technical nutrients. An economy progressing with the Liner model induces large amounts of harmful waste into the earth and reduces the capacity of the earth to replenish its resources. It does not encourage recycling or reuse of any technical elements, thus only con�nuously taking from the earth but not restoring any of the used material. This will result in the ex�nc�on of various resources that the earth has to offer. Economies today need to shi� to a model which not only uses resources but carefully and methodically gives back these resources to the earth in order to enable its replenishment for use in the future. This is called cradle to cradle, where materials taken from the earth (our cradle) is returned to it, forming a con�nuous circle or loop of resources. This circular model as compared to a linear model has benefits to an economy that are manifold.

“It replaces the 'end‐of‐life' concept with restora�on, shi�s towards the use of renewable energy, eliminates the use of toxic chemicals, which impair re‐use, and aims for the elimina�on of waste through the superior design of materials, products, systems and within this business model.” (Potocnik, 2010)

(link2, 2012)

(Heacademy, 2013)

C Adithi Sarovar

THE CATERPILLAR

IN THE NEWS ENVIRONMENT

New government policies are encouraging businesses to manage their impact on the environment. “We need to make our economy and businesses more sustainable, so we can grow the economy and also reduce our environmental impact. Using resources (like water, energy and natural materials) more efficiently will bring benefits to the UK businesses, including:

The report by the Ellen MacArthur Founda�on explores the economic opportuni�es involved by shi�ing towards circularity. It states that not only will economies win, but also companies, consumers and users will win. In educa�on, the founda�on has been ac�vely involved with secondary schools by organizing challenges, internships with founding partners of the founda�on, strategic educa�onal partnerships that engage young people and teachers, curriculum interven�ons with the design and technology associa�on and STEM resources, etc. to men�on a few. These ini�a�ves are discussed further In the chapter.

Around 75% of each person's carbon emissions in the UK are from products and services. We must find more efficient ways of producing and consuming goods to reduce our impacts on the environment” (Government UK, 2013)

Mul�ple policies and ac�ons have been ini�ated by the government to support the above statements:

The Waste and Resources Ac�on Program (WRAP) – Advise to businesses about using their raw material, water and energy in an efficient way

Funding the Royal Society for the encouragement of the Arts, Manufactures and Commerce (RSA)

Suppor�ng innova�ons that make products and services more environmentally friendly

Encouraging businesses to make consumer products more sustainable and giving consumers informa�on about the environmental impacts of products

A Green Economy' published by the Environmental Audit Commi�ee recommends several measures that the government should take to improve strategies and policies that can help towards the shi� to a green economy

Working with organiza�ons like 'The Green Economy Council' and 'The Circular Economy Task Force' to name a few

Saving around 23 billion pounds a year

Reducing their carbon emissions

More resilience to climate changeand rising prices of commodi�es

(Ellen MacArthur Founda�on, 2012)C Adithi Sarovar