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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

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DOI (Published version): 10.23889/SUthesis.63229

Abstract

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...

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Published: Swansea, Wales, UK 2023
Institution: Swansea University
Degree level: Doctoral
Degree name: Ph.D
Supervisor: Huxtable-Thomas, Louisa., Jones, Paul., Bowen, Robert., and Högsdal, Nils.
URI: https://cronfa.swan.ac.uk/Record/cronfa63229
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spelling v2 63229 2023-04-24 The conceptualisation, practice and value of Design Thinking in Entrepreneurship Education – an Educator’s Perspective 752f86c021cd6ddc0c1f40325dc1739a HANNAH SCHNEIDER HANNAH SCHNEIDER true false 2023-04-24 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. E-Thesis Swansea, Wales, UK Entrepreneurship Education, Enterprise Education, Design Thinking, Educator-Centred Perspective, Qualitative Interview Study, Entrepreneurial Education, Design-Thinking-based Education 6 3 2023 2023-03-06 10.23889/SUthesis.63229 COLLEGE NANME COLLEGE CODE Swansea University Huxtable-Thomas, Louisa., Jones, Paul., Bowen, Robert., and Högsdal, Nils. Doctoral Ph.D 2023-09-28T14:26:51.5668891 2023-04-24T09:59:58.9756324 Faculty of Humanities and Social Sciences School of Management - Business Management HANNAH SCHNEIDER 1 63229__27176__f75491b5e6d74f30b47620649f9bae2a.pdf 2023_Schneider_HL.final.63229.pdf 2023-04-24T11:35:36.7656020 Output 14701523 application/pdf E-Thesis – open access true 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). true eng https://creativecommons.org/licenses/by-nc-nd/4.0/
title The conceptualisation, practice and value of Design Thinking in Entrepreneurship Education – an Educator’s Perspective
spellingShingle The conceptualisation, practice and value of Design Thinking in Entrepreneurship Education – an Educator’s Perspective
HANNAH SCHNEIDER
title_short The conceptualisation, practice and value of Design Thinking in Entrepreneurship Education – an Educator’s Perspective
title_full The conceptualisation, practice and value of Design Thinking in Entrepreneurship Education – an Educator’s Perspective
title_fullStr The conceptualisation, practice and value of Design Thinking in Entrepreneurship Education – an Educator’s Perspective
title_full_unstemmed The conceptualisation, practice and value of Design Thinking in Entrepreneurship Education – an Educator’s Perspective
title_sort The conceptualisation, practice and value of Design Thinking in Entrepreneurship Education – an Educator’s Perspective
author_id_str_mv 752f86c021cd6ddc0c1f40325dc1739a
author_id_fullname_str_mv 752f86c021cd6ddc0c1f40325dc1739a_***_HANNAH SCHNEIDER
author HANNAH SCHNEIDER
author2 HANNAH SCHNEIDER
format E-Thesis
publishDate 2023
institution Swansea University
doi_str_mv 10.23889/SUthesis.63229
college_str Faculty of Humanities and Social Sciences
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hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Management - Business Management{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Management - Business Management
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description 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.
published_date 2023-03-06T14:26:52Z
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score 11.013037

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