scholarly journals Design thinking in entrepreneurship education: Understanding framing and placements of problems

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Thea J. Tselepis ◽  
Carol A. Lavelle
Keyword(s):  
Design Thinking ◽  
Entrepreneurship Education

Designing With Purpose: Advocating Innovation, Impact, Sustainability, and Scale in Social Entrepreneurship Education

2018 ◽  
Vol 1 (2) ◽  
pp. 205-221 ◽  
Author(s):  
Jill Kickul ◽  
Lisa Gundry ◽  
Paulami Mitra ◽  
Lívia Berçot
Keyword(s):  
Social Entrepreneurship ◽  
Design Thinking ◽  
Entrepreneurship Education ◽  
Venture Creation ◽  
For Profit ◽  
The Social ◽  
Innovative Solutions ◽  
Social Venture ◽  
Social Ventures ◽  
Innovation Impact

Social entrepreneurship is an emerging and rapidly changing field that examines the practice of identifying, starting, and growing successful mission-driven for-profit and nonprofit ventures, that is, organizations that strive to advance social change through innovative solutions. For educators teaching in this field, we advocate for a design thinking approach that can be integrated into social entrepreneurship education. Specifically, we believe that many of the design thinking principles are especially suitable and useful for educators to facilitate student learning as they create and incubate social ventures. We also advance a broader conceptual framework, which we describe as the four main mega-themes in social entrepreneurship education, namely innovation, impact, sustainability, and scale. We offer ways in which the design thinking steps can be integrated and applied to each of these themes and accelerate the social venture creation process. We conclude by discussing and presenting how design thinking can complement an overall systems thinking perspective.

Chasing innovation: a pilot case study of a rhizomatic design thinking education program

2017 ◽  
Vol 59 (9) ◽  
pp. 957-977 ◽  
Author(s):  
Alfredo Biffi ◽  
Rita Bissola ◽  
Barbara Imperatori
Keyword(s):  
Education Program ◽  
Design Thinking ◽  
Entrepreneurship Education ◽  
Collective Knowledge ◽  
Educational Approach ◽  
Content Type ◽  
Local Actors ◽  
Learning Competencies ◽  
Essential Prerequisite

Purpose The purpose of this paper is to illustrate and discuss the main features and key challenges of an original post-graduate education program designed according to an innovative theoretical framework promoting design thinking in a rhizomatic approach. By involving different stakeholders, the aim of this entrepreneurship education program is to disseminate rhizomatic, design-based learning competencies and thereby contribute to revitalizing a region’s socio-economic fabric. Design/methodology/approach Through the use of a pilot case, the paper exemplifies the application of the design thinking approach combined with the rhizomatic logic. Design thinking enables dealing with the complexity, uncertainty, and ill-defined problems that often characterize a business reality while the rhizomatic process combines the production of collective knowledge through a non-linear, complex and emergent path that nurtures innovation. Findings This entrepreneurship education program exemplifies a viable strategy to deal with a regional economic crisis by engaging different local actors including enterprises, local institutions, municipalities, and universities. It demonstrates the potential value of a new educational approach as a powerful lever to activate the energy of people, their competencies, relationships, shared projects, and new entrepreneurial ventures. The first edition of the program offers ideas, practices, and challenges to all stakeholders of potentially similar education projects. Originality/value The depicted pilot case allows us to exemplify how a design thinking framework reinterpreted on the basis of a Deleuzian rhizomatic perspective can enable developing innovation as a way of overcoming difficulties and succeeding, an essential prerequisite for many entrepreneurial organizations today.

Design Thinking and Entrepreneurship Education: Where Are We, and What Are the Possibilities?

2019 ◽  
Vol 57 (sup1) ◽  
pp. 78-93 ◽  
Author(s):  
Hessam Sarooghi ◽  
Sanwar Sunny ◽  
Jeffrey Hornsby ◽  
Stephanie Fernhaber
Keyword(s):  
Design Thinking ◽  
Entrepreneurship Education

scholarly journals Research on the Integration of Media Literacy Innovative Concept and Entrepreneurship Education and Digital Dynamic Creative Expression Talents

2021 ◽  
Vol 12 ◽  
Author(s):  
Jie Zhang ◽  
Mingming Zhang ◽  
Yaqian Liu ◽  
Ruimin Lyu ◽  
Rongrong Cui
Keyword(s):  
Digital Media ◽  
Media Literacy ◽  
Design Thinking ◽  
Rapid Development ◽  
Dynamic Performance ◽  
Entrepreneurship Education ◽  
Digital Design ◽  
Dynamic Expression ◽  
Specific Implementation ◽  
Innovative Concept

The rapid development of digital technology has created a variety of forms of digital media. In these emerging media, with the support of high-performance computers, increasingly dynamic performance has become possible, and the public has cultivated a preference for dynamic content cognition. This study, based on the basic characteristics of visual perception to the cognition of motion form, aims to cultivate the cognitive literacy of pan-digital media with innovative concepts and entrepreneurship education and to explore the cognition and innovative expression methods of dynamic language in digital design. The research leads the static oriented morphological exploration and expression to the dynamic expression and thinking of the same concept object. The basic thinking steps for students from “static” to “dynamic” are established, and students are encouraged to use “Synesthesia,” “metaphor” and other methods to carry out a “dynamic expression” level of emotional association. In the experiment, two different ways of design expression, static and dynamic, are required to design and evolve graphics. In this study, 50 freshmen were selected as the training objects for the planning and training of design thinking and performance means. In the visual elaboration and expression of the inner emotion of the same content with innovative concept and entrepreneurship education, not only should the changes and combinations of the graphics be innovated, but the emotional characteristics of the more abstract graphics should be explored as well. The feedback data of students’ thinking and cognition differences in the two stages of expression were obtained through a questionnaire and analyzed and compared. The experimental results show that after the training, students’ ability to develop innovative concepts and entrepreneurship education through dynamic expression, consciousness and perception were significantly improved. This research also provides a new vision and specific implementation method for the future training of digital dynamic innovation expression ability and the cultivation of innovative concepts of digital media literacy and entrepreneurship education.

scholarly journals Entrepreneurship Education in a Multidisciplinary Environment: Evidence from an Entrepreneurship Programme Held in Turin

2019 ◽  
Vol 9 (1) ◽  
pp. 28 ◽  
Author(s):  
Eleonora Fiore ◽  
Giuliano Sansone ◽  
Emilio Paolucci
Keyword(s):  
Design Thinking ◽  
Single Case ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intentions ◽  
Single Case Study ◽  
Entrepreneurial Ecosystem ◽  
Entrepreneurial Skills ◽  
External Actors ◽  
Qualitative Analyses

Entrepreneurship education can increase student’s entrepreneurial skills and intention; and entrepreneurship activities stimulate economic growth. Therefore, the number of entrepreneurship courses is increasing, but they are often offered to students from a specific field of study and/or to only one educational level, even though multidisciplinarity is important for entrepreneurship. This study has carried out an exploratory single case study on an entrepreneurial programme in a multidisciplinary environment, that is, the Contamination Lab of Turin (CLabTo). Moreover, pre- and post-surveys have also been conducted in order to perform some qualitative analyses. The results show the importance of creating teams with different competencies, cognitive and decision-making skills. Moreover, we explain how design-thinking is useful in entrepreneurship education and that a challenge-based entrepreneurship course leads to cooperation with external actors in the local entrepreneurial ecosystem. It is also explained what the obstacles and opportunities of these programmes are and how to improve them. Moreover, on the basis of pre- and post-surveys, our qualitative analyses show that the students’ overall perception of their abilities to work in a multidisciplinary team, their entrepreneurial skills and entrepreneurial intentions increased slightly. In short, this work is aimed at increasing the importance of entrepreneurship education in a multidisciplinary environment and the use of practical-oriented teaching models.

What does entrepreneurship education look like in Brazil? An analysis of undergraduate teaching plans

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Luciana Padovez Cualheta ◽  
Gardenia da Silva Abbad
Keyword(s):  
Design Thinking ◽  
Entrepreneurship Education ◽  
Undergraduate Teaching ◽  
Management Skills ◽  
Teaching Methodologies ◽  
Public And Private ◽  
Content Type ◽  
Business Model Canvas ◽  
Education Theory ◽  
Undergraduate Programs

PurposeThis paper aimed to describe and analyze the contents and methodologies of entrepreneurship education in undergraduate courses in higher education institutions in Brazil.Design/methodology/approachThe teaching plans of 113 undergraduate entrepreneurship courses were surveyed and reviewed. Data were subjected to descriptive and content analyses.FindingsCourses are offered by public and private universities in Brazil in 56 undergraduate programs in several fields. Lectures are among the main teaching methodologies employed, being mentioned in 98% of the teaching plans analyzed. There is a broad use of active methodologies. About 75% of the contents covered in the courses refer to declarative knowledge of basic concepts and theories and enterprises creation and management skills. The survey showed that 50% of the teaching plans addressed content related to business modeling, and only 18% of these mentioned the use of business model canvas. In addition, contents such as prototyping, minimum viable product, design thinking and pitch are mentioned in less than 20% of the teaching plans analyzed.Originality/valueThe article contributes to the advancement of the entrepreneurship education theory as it presents a new way to classify the contents of entrepreneurship courses, in light of educational theories, using learning taxonomies. It identifies the main contents, resources, methodologies, evaluation methods and bibliographies used in undergraduate entrepreneurship courses in Brazil. Moreover, it is the very first article that analyzes this number of teaching plans in Brazil with these categories of analysis. In practical terms, the article contributes to improve the entrepreneurship courses offered.

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