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Conference Paper/Proceeding/Abstract 355 views

How Entrepreneurship Educators integrate Design Thinking – Insights from an Interview-Study

Louisa Huxtable-Thomas Orcid Logo, Paul Jones Orcid Logo, Robert Bowen, Hannah Laura Schneider

Institute for Small Business and Enterpreneurship

Swansea University Authors: Louisa Huxtable-Thomas Orcid Logo, Paul Jones Orcid Logo

Abstract

Over the past twenty years, Design Thinking (DT) has emerged in a variety of educational contexts of entrepreneurship and there is an existing debate on the value of integrating Design Thinking into Entrepreneurship Education (Daniel et al., 2016; Huq & Gilbert, 2017; Linton & Klinton, 2019;...

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Published in: Institute for Small Business and Enterpreneurship
Published: https://virtual.oxfordabstracts.com/#/event/4149/submission/286 2023
Online Access: https://virtual.oxfordabstracts.com/#/event/4149/submission/286
URI: https://cronfa.swan.ac.uk/Record/cronfa64968
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fullrecord <?xml version="1.0" encoding="utf-8"?><rfc1807 xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xmlns:xsd="http://www.w3.org/2001/XMLSchema"><bib-version>v2</bib-version><id>64968</id><entry>2023-11-13</entry><title>How Entrepreneurship Educators integrate Design Thinking – Insights from an Interview-Study</title><swanseaauthors><author><sid>35e6a4c9432210aad639b70129baebab</sid><ORCID>0000-0002-3642-4521</ORCID><firstname>Louisa</firstname><surname>Huxtable-Thomas</surname><name>Louisa Huxtable-Thomas</name><active>true</active><ethesisStudent>false</ethesisStudent></author><author><sid>21e2660aaa102fe36fc981880dd9e082</sid><ORCID>0000-0003-0417-9143</ORCID><firstname>Paul</firstname><surname>Jones</surname><name>Paul Jones</name><active>true</active><ethesisStudent>false</ethesisStudent></author></swanseaauthors><date>2023-11-13</date><deptcode>BBU</deptcode><abstract>Over the past twenty years, Design Thinking (DT) has emerged in a variety of educational contexts of entrepreneurship and there is an existing debate on the value of integrating Design Thinking into Entrepreneurship Education (Daniel et al., 2016; Huq &amp; Gilbert, 2017; Linton &amp; Klinton, 2019; Sarooghi et al., 2019; Val et al., 2019). In 2020 the new EntreComp Playbook by the European Union was published, describing Design Thinking as one of the three most important entrepreneurial methods (Baciagalupo et al, 2020). However, although design thinking has gained wide popularity and application in EE practice (Neck &amp; Green, 2011, Nielsen &amp; Stovang, 2015; Sarooghi et al., 2019; McLuskie et al., 2019; Linton &amp; Klinton, 2019), there have been scarce insights into how Entrepreneurship Educators actually apply Design Thinking into their classroom practice. Therefore, this study answers questions about what Entrepreneurship Educators actually “do” in their educational practice when integrating Design Thinking. Approach This study follows an interpretive and qualitative approach, drawing upon semi-structured interviews from 29 entrepreneurship educators from Higher Education in the UK and Northern Europe. Thus, this study puts focus on the quality of the Design Thinking integration in Entrepreneurship Education - from an educator’s perspective – and demonstrates that entrepreneurship educators integrate Design Thinking in many ways into their educational practice. Results As a result, this work defines a framework for the four forms (selective, idea-centric, procedural, holistic) of Design Thinking integration in the context of Entrepreneurship Education. Implications If entrepreneurship educators hope to deliver Design Thinking-based educational experiences for their students (Sarooghi et al., 2019), it is yet to be defined how entrepreneurship educators should be trained in Design Thinking. In particular, this study has identified a need for appropriate training of the educators to extend their awareness of the principles of Design Thinking.Value/Originality This research has identified four novel and distinct ways in which Design Thinking can be integrated with(in) Entrepreneurship Education. The value of this new understanding is that it allows educators to be more reflexive about why and how they utilise the potentially power full tool of design thinking – addressing an apparent lack of this understanding in contemporary practice.</abstract><type>Conference Paper/Proceeding/Abstract</type><journal>Institute for Small Business and Enterpreneurship</journal><volume/><journalNumber/><paginationStart/><paginationEnd/><publisher/><placeOfPublication>https://virtual.oxfordabstracts.com/#/event/4149/submission/286</placeOfPublication><isbnPrint/><isbnElectronic/><issnPrint/><issnElectronic/><keywords>Entrepreneurship, educator, design thinking, perspective, qualitative interview study, educator-centred perspective</keywords><publishedDay>8</publishedDay><publishedMonth>11</publishedMonth><publishedYear>2023</publishedYear><publishedDate>2023-11-08</publishedDate><doi/><url>https://virtual.oxfordabstracts.com/#/event/4149/submission/286</url><notes/><college>COLLEGE NANME</college><department>Business</department><CollegeCode>COLLEGE CODE</CollegeCode><DepartmentCode>BBU</DepartmentCode><institution>Swansea University</institution><apcterm>Not Required</apcterm><funders/><projectreference/><lastEdited>2024-03-13T16:07:26.6590702</lastEdited><Created>2023-11-13T09:53:15.2727128</Created><path><level id="1">School of Management</level><level id="2">Business</level></path><authors><author><firstname>Louisa</firstname><surname>Huxtable-Thomas</surname><orcid>0000-0002-3642-4521</orcid><order>1</order></author><author><firstname>Paul</firstname><surname>Jones</surname><orcid>0000-0003-0417-9143</orcid><order>2</order></author><author><firstname>Robert</firstname><surname>Bowen</surname><order>3</order></author><author><firstname>Hannah Laura</firstname><surname>Schneider</surname><order>4</order></author></authors><documents/><OutputDurs/></rfc1807>
spelling v2 64968 2023-11-13 How Entrepreneurship Educators integrate Design Thinking – Insights from an Interview-Study 35e6a4c9432210aad639b70129baebab 0000-0002-3642-4521 Louisa Huxtable-Thomas Louisa Huxtable-Thomas true false 21e2660aaa102fe36fc981880dd9e082 0000-0003-0417-9143 Paul Jones Paul Jones true false 2023-11-13 BBU Over the past twenty years, Design Thinking (DT) has emerged in a variety of educational contexts of entrepreneurship and there is an existing debate on the value of integrating Design Thinking into Entrepreneurship Education (Daniel et al., 2016; Huq & Gilbert, 2017; Linton & Klinton, 2019; Sarooghi et al., 2019; Val et al., 2019). In 2020 the new EntreComp Playbook by the European Union was published, describing Design Thinking as one of the three most important entrepreneurial methods (Baciagalupo et al, 2020). However, although design thinking has gained wide popularity and application in EE practice (Neck & Green, 2011, Nielsen & Stovang, 2015; Sarooghi et al., 2019; McLuskie et al., 2019; Linton & Klinton, 2019), there have been scarce insights into how Entrepreneurship Educators actually apply Design Thinking into their classroom practice. Therefore, this study answers questions about what Entrepreneurship Educators actually “do” in their educational practice when integrating Design Thinking. Approach This study follows an interpretive and qualitative approach, drawing upon semi-structured interviews from 29 entrepreneurship educators from Higher Education in the UK and Northern Europe. Thus, this study puts focus on the quality of the Design Thinking integration in Entrepreneurship Education - from an educator’s perspective – and demonstrates that entrepreneurship educators integrate Design Thinking in many ways into their educational practice. Results As a result, this work defines a framework for the four forms (selective, idea-centric, procedural, holistic) of Design Thinking integration in the context of Entrepreneurship Education. Implications If entrepreneurship educators hope to deliver Design Thinking-based educational experiences for their students (Sarooghi et al., 2019), it is yet to be defined how entrepreneurship educators should be trained in Design Thinking. In particular, this study has identified a need for appropriate training of the educators to extend their awareness of the principles of Design Thinking.Value/Originality This research has identified four novel and distinct ways in which Design Thinking can be integrated with(in) Entrepreneurship Education. The value of this new understanding is that it allows educators to be more reflexive about why and how they utilise the potentially power full tool of design thinking – addressing an apparent lack of this understanding in contemporary practice. Conference Paper/Proceeding/Abstract Institute for Small Business and Enterpreneurship https://virtual.oxfordabstracts.com/#/event/4149/submission/286 Entrepreneurship, educator, design thinking, perspective, qualitative interview study, educator-centred perspective 8 11 2023 2023-11-08 https://virtual.oxfordabstracts.com/#/event/4149/submission/286 COLLEGE NANME Business COLLEGE CODE BBU Swansea University Not Required 2024-03-13T16:07:26.6590702 2023-11-13T09:53:15.2727128 School of Management Business Louisa Huxtable-Thomas 0000-0002-3642-4521 1 Paul Jones 0000-0003-0417-9143 2 Robert Bowen 3 Hannah Laura Schneider 4
title How Entrepreneurship Educators integrate Design Thinking – Insights from an Interview-Study
spellingShingle How Entrepreneurship Educators integrate Design Thinking – Insights from an Interview-Study
Louisa Huxtable-Thomas
Paul Jones
title_short How Entrepreneurship Educators integrate Design Thinking – Insights from an Interview-Study
title_full How Entrepreneurship Educators integrate Design Thinking – Insights from an Interview-Study
title_fullStr How Entrepreneurship Educators integrate Design Thinking – Insights from an Interview-Study
title_full_unstemmed How Entrepreneurship Educators integrate Design Thinking – Insights from an Interview-Study
title_sort How Entrepreneurship Educators integrate Design Thinking – Insights from an Interview-Study
author_id_str_mv 35e6a4c9432210aad639b70129baebab
21e2660aaa102fe36fc981880dd9e082
author_id_fullname_str_mv 35e6a4c9432210aad639b70129baebab_***_Louisa Huxtable-Thomas
21e2660aaa102fe36fc981880dd9e082_***_Paul Jones
author Louisa Huxtable-Thomas
Paul Jones
author2 Louisa Huxtable-Thomas
Paul Jones
Robert Bowen
Hannah Laura Schneider
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publishDate 2023
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url https://virtual.oxfordabstracts.com/#/event/4149/submission/286
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description Over the past twenty years, Design Thinking (DT) has emerged in a variety of educational contexts of entrepreneurship and there is an existing debate on the value of integrating Design Thinking into Entrepreneurship Education (Daniel et al., 2016; Huq & Gilbert, 2017; Linton & Klinton, 2019; Sarooghi et al., 2019; Val et al., 2019). In 2020 the new EntreComp Playbook by the European Union was published, describing Design Thinking as one of the three most important entrepreneurial methods (Baciagalupo et al, 2020). However, although design thinking has gained wide popularity and application in EE practice (Neck & Green, 2011, Nielsen & Stovang, 2015; Sarooghi et al., 2019; McLuskie et al., 2019; Linton & Klinton, 2019), there have been scarce insights into how Entrepreneurship Educators actually apply Design Thinking into their classroom practice. Therefore, this study answers questions about what Entrepreneurship Educators actually “do” in their educational practice when integrating Design Thinking. Approach This study follows an interpretive and qualitative approach, drawing upon semi-structured interviews from 29 entrepreneurship educators from Higher Education in the UK and Northern Europe. Thus, this study puts focus on the quality of the Design Thinking integration in Entrepreneurship Education - from an educator’s perspective – and demonstrates that entrepreneurship educators integrate Design Thinking in many ways into their educational practice. Results As a result, this work defines a framework for the four forms (selective, idea-centric, procedural, holistic) of Design Thinking integration in the context of Entrepreneurship Education. Implications If entrepreneurship educators hope to deliver Design Thinking-based educational experiences for their students (Sarooghi et al., 2019), it is yet to be defined how entrepreneurship educators should be trained in Design Thinking. In particular, this study has identified a need for appropriate training of the educators to extend their awareness of the principles of Design Thinking.Value/Originality This research has identified four novel and distinct ways in which Design Thinking can be integrated with(in) Entrepreneurship Education. The value of this new understanding is that it allows educators to be more reflexive about why and how they utilise the potentially power full tool of design thinking – addressing an apparent lack of this understanding in contemporary practice.
published_date 2023-11-08T16:07:22Z
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