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

Abstract

Orientation: Design thinking presented an alternative lens for entrepreneurship education.Research purpose: The purpose of this article was to illustrate (with a framework) the benefits of encouraging a design-based mindset when exploring problem placement and framing to create new opportunities for entrepreneurship students.Motivation for the study: The role of placement and framing of open-complex problems has not been fully embraced in the literature on design thinking for entrepreneurship education. The seminal work of Richard Buchannan (a great influencer in the realm of design thinking) offered a deeper insight into the placement and framing of problems that could assist educators to facilitate thinking skills relevant to deal with the unpredictable contexts that future entrepreneurs have to be prepared for.Research design, approach and method: This conceptual paper adopts a basic qualitative research approach that develops an extension of knowledge within the field of entrepreneurship education for the purpose of informing the development of practice. The principle method used is a progressive consideration of different theoretical perspectives and seminal studies concerning entrepreneurship education and design thinking in order to conceptualise the development of a framework that promotes framing and placements of problems. An interpretive paradigm is applied.Main findings: The proposed framework offered a synthesis between the placement and framing of open-complex problems and the relevant thinking skills: invention, decision, judgement and evaluation to consider meaningful solution identification. These thinking skills are imperative for future entrepreneurs who need to transform their novel ideas in innovative ways.Practical/managerial implications: The framework requires a paradigm shift from prediction and goal setting and may empower educators who apply a design thinking approach to entrepreneurship education.Contribution/value-add: An in-depth understanding of problem placement and framing can assist educators in the field to make informed decisions about their approaches to entrepreneurship education when applying a design thinking methodology.

Back to the Future: Entrepreneurial Education in a Brave New World

“…References A hands-on, participative, collaborative approach Process-oriented model for entrepreneurship education User-driven and interdisciplinary Sarooghi et al, (2019) Facilitates meaning or mental connections between aspects of "what" learners know and "how to" implement or use this knowledge Promotes interdisciplinary projects that can broaden individual understanding of different perspectives Tselepis & Lavelle, (2020) Transforms ideas into concrete entities in the form of prototypes, sketches, or flowcharts Supporting and simplifying collaboration Promotes deep thought and reflection Biffi et al, (2017) Increased student motivation Real-world learning Lynch et al, (2021) From the above analysis, it can be concluded that design thinking offers a welcome approach to entrepreneurial education, mainly due to its focus on human needs, experimental learning, and interdisciplinary approach to problem-solving.…”

Design Thinking Method Implementation in Personnel Certification Procedures

“…Research methods procedure are currently addressed by increasing number of scientists from various scientific fields and industries (Cross, 2001;Chou, 2018;Garbuio, at. al., 2018;Kimbell, 2011;Tselepis & Lavelle, 2020).…”

The conceptualisation, practice and value of Design Thinking in Entrepreneurship Education – an Educator’s Perspective

“…exemplary course designs (Nielsen & Stovang, 2015) or introducing new methods within this context (von Kortzfleisch et al, 2013). Some existing papers provide important initial ideas on the topic, but still remain insufficient by being published as solely conference proceedings (Huber et al, 2016;McLuskie & Dewitt, 2019;Tselepis & Lavelle, 2020).…”