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

Abstract

The growing need for a workforce equipped to face uncertainties and address problems not susceptible to inquiry based on pure analytical skills has caused the rapid growth of design‐based curriculum and educational activities. Entrepreneurship education has embraced a design thinking lens, as evidenced by the increasing number of curricula incorporating processes that have roots in design. Yet there is limited understanding of the conceptual underpinnings and the implementation of such practices. We provide theoretical links to provide conceptual clarity to design‐based entrepreneurship education, propose recommendations with a multistakeholder alignment‐based model, and perform a survey to demonstrate its current state of practice.

Does entrepreneurship education and culture promote students’ entrepreneurial intention? The mediating role of entrepreneurial mindset

“…Entrepreneurship education has received considerable critical attention in the last decade (Santos et al, 2019;Sarooghi et al, 2019). The underlying rationale is that entrepreneurship can diminish ABOUT THE AUTHOR Saparuddin Mukhtar is an associate professor specializing in economics, small-medium enterprises, and entrepreneurship at the Faculty of Economics, Universitas Negeri Jakarta, Indonesia.…”

Cultivation of the Skills of Design Thinking via the Project-Based Method as a Component of the Dual Model of Learning

“…The development of design thinking has been the subject of extensive research. The key areas of this research include the following: employing design pedagogy methodologies in teaching the fundamentals of entrepreneurship (Sarooghi et al, 2019), exploring design thinking as a soughtafter skill for future engineers (Soboleva, Karavaev, 2020) and health and medical workers (Badwan et al, 2018), and exploring design thinking as the basis of interactive group learning (Woolard, 2018;Clemmensen et al, 2018).…”

“…Today, there is a growing need for a workforce that has the ability to not just analytically respond to routine tasks but also employ unconventional algorithms to resolve them, which, as suggested by a study conducted by scholars H. Sarooghi, S. Sunny, J. Hornsby, and S. Fernhaber, involves the use of the skills of design thinking. According to this group of researchers, while entrepreneurship education has embraced a design thinking lens, as evidenced by the increasing number of curricula incorporating processes that have roots in design, there remains limited understanding of the conceptual underpinnings and the implementation of such practices (Sarooghi et al, 2019).…”

Introduction to Teaching Entrepreneurship, Volume Two

“…The "AEIOU observation" Exercise in this volume encourages students to watch, listen, and feel what is happening in a particular environment, be it a grocery store, sporting event, peaceful protest, or even a Zoom meeting. The popularity of design thinking in entrepreneurship education (Hug and Gilbert, 2017;Sarooghi et al, 2019;Dunne and Martin, 2006) is evidence that empathic development is a critical practice to incorporate into our courses. IDEO's three phases of design thinking, inspiration, ideation, implementation (Brown, 2008) certainly had a role in many of the Exercises used in Volume One.…”

“…These approaches were grounded in the critical importance of doing entrepreneurship, acting entrepreneurially or being entrepreneurial. During this time, lean startup (Ries, 2011;Blank, 2013Blank, [2020; Blank andDorf, 2012 [2020]) and design thinking (Dunne and Martin, 2006;Brown, 2009;Sarooghi et al, 2019) emerged on the west coast of the United States. Entrepreneurial thought and action (Greenberg et al, 2011;Schlesinger and Kiefer, 2012) and disciplined entrepreneurship (Aulet, 2013) emerged on the east coast.…”