Reflections – Define

Our reflections of the define phase.

The define process was a great part of the process, and helped make the issue more clear to us.

While we gathered all of our data from the litterature search, cultural probes and expert interviews we made many interesting discoveries. It was interesting to see that from all the data we had gathered, a lot of it was very similar.

At first we thought this would make it more difficult for us, but later we could see that this  easily shows what the issue is and that it’s an issue several students are experiencing.

However it could also be that we just didn’t have enough data, and our results from the define phase could be different with more data.

Defining Research Questions

After all the data we had gathered in the empathy phase it was time to analyze this and define our research question.

We chose to work with an affinity diagram, because we thought that it would provide the best help in defining our research questions. It is a great method to discover similarities in our data, and to best group them together and understand our data.

We also chose the affinity diagram because it seemed the most fun activity for our group to do together.

We split up the data from our blog between us, and each and one of us wrote down some interesting points on our post-it notes. We put all the post-it notes in a big pile and started putting them down while using the floor as our surface. We followed the method of placing first down one post-it, and then when we placed the next, we asked ourself the question “is this similar, or different?” This really helped in grouping them together.

We found that a lot of our data was similar to each other, and we ended up with three groups. Student behavior, information flow, and available information. It gave us a clear picture of our data and made it very easy for us to find a definition of the problem.

Most of the data from the empathy phase made it very clear that there is a lot of available information and budgeting help out there, but the stundets are not putting it to use. They are also not able to managing their budgets, and needs help with changing their behavoiur towards saving and budgeting. We want to explore further how we can help them with changing their behavoiurs, and having better control of their economy and budgets.

We want to help the students with solving their budgeting problems, and make them more aware of their spendings and budgets. We can se from the data that we have gathered earlier that there is a problem with managing budgets in student societies.

The question we can ask ourselves is therefor “How can we help students with changing their spending behaviours, and having better control of their budgets?”