Embedding human-centred design into MBA programmes to help engineers & developers build better services, experiences, and digital products

Scene setting & context

Organisational context

FIAP – Paulista School of Informatics & Business is one of Brazil’s leading institutions focused on technology, digital innovation, and emerging industries. Since 2019, Helena has taught Experience Design and UX Design within MBA programmes including: Mobile Development — Apps, IoT, Chatbots & Virtual Assistants
Full-Stack Development — Design, Engineering & Deployment

Students are primarily software engineers, developers, and technology specialists expanding their capabilities into product thinking, user understanding, and innovation leadership.

I designed and structured the course curriculum, integrating industry practice, real cases, and hands-on experimentation.

These programmes attract two types of cohorts:

Independent MBA students: professionals from diverse organisations.
Corporate cohorts: MBA programmes commissioned by organisations and delivered exclusively to their internal professionals.

Main challenge

Many technology professionals are trained to think primarily in terms of technical feasibility, with limited exposure to human-centred product development.

Design methods to product delivery

For corporate cohorts, the additional challenge was enabling professionals to translate these methods into their organisational context and product ecosystems.

Approach & methodology

The course was designed as an applied learning experience, combining theory with practical experimentation. The discipline runs across five classes within a 360-hour MBA programme.

Curriculum structure

Innovation & Design Thinking Overview.
UX Design Deep Dive.
Ideation & Feature Brainstorming.
Prototyping and Accessibility (Universal Design).
Usability Testing & Hi-Fi Prototyping (Figma).

Students work in teams on a real challenge, applying a human-centred design process from discovery to delilvery.

Real-world challenge example

How might we design safe and dignified urban mobility options during a pandemic? (Students delivers a high-fidelity prototype supported by a business case of the proposed solution to adress the challenge), simulating a real digital product development cycle.)

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Learning process highlights

user-centred problem framing
collaborative ideation
structured design discussions
rapid prototyping
usability testing

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Teaching method

The course emphasises five core principles:

Empathy

‍Understanding users and context before defining solutions.

Collaboration

‍Leveraging collective intelligence through structured discussions and co-creation.

Experimentation

‍Learning by doing through prototyping and testing.

Flexibility

‍Learning how to evolve, adjust, and iterate solutions based on feedback.

Storytelling

‍Learning how to craft and communicate a compelling narrative to convey value and gain support.

Real industry cases are integrated throughout the course to connect academic frameworks with current market practices and organisational realities.

Impact & outcomes

Key indicators

9.7 / 10 average professor evaluation
Course expanded from 4 to 5 classes following student feedback
Invited to teach an additional MBA programme
~10% of students maintain ongoing contact for mentorship and continued learning

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Students leave the course with

practical experience applying human-centred design
stronger ability to frame complex problems
hands-on exposure to product innovation methods

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Capability building impact

The programme equips technology professionals to expand their role from software delivery to product and service innovation, strengthening their ability to:

integrate user insight into product and service decisions
collaborate across design, engineering, and business teams
develop human-centred digital products and services

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Throughout both open MBA cohorts and corporate programmes, I contributed to:

building design literacy
building innovation capability amongst future leaders.