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The conceptualisation, practice and value of Design Thinking in Entrepreneurship Education – an Educator’s Perspective / HANNAH SCHNEIDER
Swansea University Author: HANNAH SCHNEIDER
PDF | E-Thesis – open access
Copyright: The author, Hannah L. Schneider, 2023. Distributed under the terms of a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC-BY-NC-ND).Download (14.02MB)
DOI (Published version): 10.23889/SUthesis.63229
The thesis illustrates how entrepreneurship educators understand Design Thinking (conceptual understanding), how and on what level they apply it in their entrepreneurship teaching (educational practice) and why and for what perceived value they choose to do so (perceived value). By adopting a more c...
Swansea, Wales, UK
|Supervisor:||Huxtable-Thomas, Louisa., Jones, Paul., Bowen, Robert., and Högsdal, Nils.|
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The thesis illustrates how entrepreneurship educators understand Design Thinking (conceptual understanding), how and on what level they apply it in their entrepreneurship teaching (educational practice) and why and for what perceived value they choose to do so (perceived value). By adopting a more critical and differentiated perspective on this integration than previously reported in the existing literature, this research study provides novel insights to the question of the conceptualization, practice and value of Design Thinking for Entrepreneurship Education – from an educator’s perspective. It follows an interpretive and qualitative approach, drawing upon semi-structured interviews from 29 entrepreneurship educators from Higher Education in the UK andNorthern Europe. Thus, the thesis demonstrates that entrepreneurship educators integrate Design Thinking in many ways and for different reasons.As a result, this thesis synthesises existing perspectives on Design Thinking (toolset, process, mindset) and defines a framework for the four forms (selective, idea-centric, procedural, holistic) of Design Thinking integration in the context of Entrepreneurship Education. The findings suggest that perceived values of Design Thinking could be explicit and implicit and that entrepreneurship educators integrate Design Thinking to provide value for their students’ learning but also to develop their own teaching practice. Overall, this study contributes to unfolding the Design Thinking concept and advocating a common ground among educators’ sense-making of a Design Thinking integration in Entrepreneurship Education. In conclusion, this study reaffirmed the wide application of Design Thinking within Entrepreneurship Education but presented the new centrality of the educator’s perspective at the core of the discussion on its utility and thus, moving towards convergence of a common understanding. The findings of this research would be of interest for entrepreneurshipeducators and entrepreneurship education researchers who seek a more profound and reflective integration of Design Thinking within Entrepreneurship Education.
Entrepreneurship Education, Enterprise Education, Design Thinking, Educator-Centred Perspective, Qualitative Interview Study, Entrepreneurial Education, Design-Thinking-based Education
Faculty of Humanities and Social Sciences