DesUni: university entrepreneurship education through design thinking

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

Resumé

Purpose – In recent years there has been growing focus on the innovative and profit generating value of design thinking in a businesses. This attention is also reflected in business education. The basic thesis is that design thinking is particular relavant to entrepreneurship education. The purpose of this paper is to propose a teaching model, named the DesUni model. The model suggests a novel design-oriented approach to entrepreneurship education. Design/methodology/approach – This paper relies on the interfaces between the literatures on entrepreneurship education and design thinking. From reviewing and synthesizing these literatures new insights are offered into how to develop entrepreneurship education through design thinking. Findings – The DesUni teaching model offers a significant shift in paradigm changing the traditional didactic assumptions of entrepreneurship education. It involves a change in curriculum, teaching methods, use of knowledge, teaching style, teacher-student relations, culture, habitat and assessment. Originality/value – The DesUni teaching model offers a unique way to form an entrepreneurship curriculum. This curriculum bridges the discovering of the present with what might be in the future along with that students are collaborating with different stakeholders.

OriginalsprogEngelsk
TidsskriftEducation + Training
Vol/bind57
Udgave nummer8/9
Sider (fra-til)977-991
ISSN0040-0912
DOI
StatusUdgivet - 9. nov. 2015

Fingeraftryk

entrepreneurship
university
education
curriculum
Teaching
business education
teaching style
teaching method
didactics
student teacher
habitat
Entrepreneurship education
Values
profit
stakeholder
paradigm
present
methodology
Curriculum
student

Citer dette

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DesUni : university entrepreneurship education through design thinking. / Nielsen, Suna Løwe; Storvang, Pia.

I: Education + Training, Bind 57, Nr. 8/9, 09.11.2015, s. 977-991.

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

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