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Diverse approaches: educator-centric insights into design thinking practices in entrepreneurship education

Hannah Laura Schneider Orcid Logo, Louisa Huxtable-Thomas Orcid Logo, Robert Bowen Orcid Logo, Nils Högsdal Orcid Logo

International Journal of Entrepreneurial Behavior & Research, Volume: 31, Issue: 8, Pages: 2094 - 2113

Swansea University Author: Louisa Huxtable-Thomas Orcid Logo

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DOI (Published version): 10.1108/ijebr-08-2023-0911

Abstract

Purpose: Design Thinking (DT) has emerged in a variety of educational contexts within entrepreneurship and debate continues on the value of integrating DT into Entrepreneurship Education (EE). Although DT is increasingly recommended for EE practice (Baciagalupo et al., 2020) there are scarce insight...

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Published in: International Journal of Entrepreneurial Behavior & Research
ISSN: 1355-2554 1758-6534
Published: Emerald 2025
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URI: https://cronfa.swan.ac.uk/Record/cronfa68952
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spelling 2025-10-16T15:14:12.4472762 v2 68952 2025-02-24 Diverse approaches: educator-centric insights into design thinking practices in entrepreneurship education 35e6a4c9432210aad639b70129baebab 0000-0002-3642-4521 Louisa Huxtable-Thomas Louisa Huxtable-Thomas true false 2025-02-24 CBAE Purpose: Design Thinking (DT) has emerged in a variety of educational contexts within entrepreneurship and debate continues on the value of integrating DT into Entrepreneurship Education (EE). Although DT is increasingly recommended for EE practice (Baciagalupo et al., 2020) there are scarce insights into how Entrepreneurship Educators apply and/or integrate DT into their practice. This study uses a constructivist paradigm of education to answer questions about the educational practice when integrating DT, with a view to understanding the schema that educators construct when encouraging learners to construct their own knowledge. Design/methodology/approach: This study follows a qualitative, interpretive approach, drawing upon semi-structured interviews from 29 entrepreneurship educators from higher education in the UK and Europe. Thus, this study puts focus on the quality of the DT integration in EE - from an educator’s perspective. Findings: There exists a difference between the scholarly proposed integration of DT and the enacted practice within the classroom. Analysis identified four forms (selective, idea-centric, procedural, holistic) of DT integration in the context of EE, as well as insights into the practical barriers and motivations for utilising DT. In particular, this study has identified an opportunity for appropriate training of the educators to extend their awareness of the principles of DT. Originality: This research has identified four novel and distinct ways in which DT can be integrated with(in) EE. This allows educators to be more reflexive about why and how they utilise DT in their classrooms, addressing an apparent lack of this understanding in contemporary practice. Journal Article International Journal of Entrepreneurial Behavior & Research 31 8 2094 2113 Emerald 1355-2554 1758-6534 Entrepreneurship, Educator, Design-thinking, Qualitative, Educator-centred perspective, Innovation 26 8 2025 2025-08-26 10.1108/ijebr-08-2023-0911 COLLEGE NANME Management School COLLEGE CODE CBAE Swansea University Not Required 2025-10-16T15:14:12.4472762 2025-02-24T12:35:39.1436365 Faculty of Humanities and Social Sciences School of Management - Business Management Hannah Laura Schneider 0000-0002-2890-3194 1 Louisa Huxtable-Thomas 0000-0002-3642-4521 2 Robert Bowen 0000-0002-8492-2701 3 Nils Högsdal 0000-0003-3276-0461 4 68952__33803__a265895e97ff433d8952f0acd91b478c.pdf 68952.pdf 2025-03-12T16:11:26.7290669 Output 420436 application/pdf Accepted Manuscript true Author accepted manuscript document released under the terms of a Creative Commons CC-BY licence using the Swansea University Research Publications Policy (rights retention). true eng https://creativecommons.org/licenses/by/4.0/deed.en
title Diverse approaches: educator-centric insights into design thinking practices in entrepreneurship education
spellingShingle Diverse approaches: educator-centric insights into design thinking practices in entrepreneurship education
Louisa Huxtable-Thomas
title_short Diverse approaches: educator-centric insights into design thinking practices in entrepreneurship education
title_full Diverse approaches: educator-centric insights into design thinking practices in entrepreneurship education
title_fullStr Diverse approaches: educator-centric insights into design thinking practices in entrepreneurship education
title_full_unstemmed Diverse approaches: educator-centric insights into design thinking practices in entrepreneurship education
title_sort Diverse approaches: educator-centric insights into design thinking practices in entrepreneurship education
author_id_str_mv 35e6a4c9432210aad639b70129baebab
author_id_fullname_str_mv 35e6a4c9432210aad639b70129baebab_***_Louisa Huxtable-Thomas
author Louisa Huxtable-Thomas
author2 Hannah Laura Schneider
Louisa Huxtable-Thomas
Robert Bowen
Nils Högsdal
format Journal article
container_title International Journal of Entrepreneurial Behavior & Research
container_volume 31
container_issue 8
container_start_page 2094
publishDate 2025
institution Swansea University
issn 1355-2554
1758-6534
doi_str_mv 10.1108/ijebr-08-2023-0911
publisher Emerald
college_str Faculty of Humanities and Social Sciences
hierarchytype
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 Purpose: Design Thinking (DT) has emerged in a variety of educational contexts within entrepreneurship and debate continues on the value of integrating DT into Entrepreneurship Education (EE). Although DT is increasingly recommended for EE practice (Baciagalupo et al., 2020) there are scarce insights into how Entrepreneurship Educators apply and/or integrate DT into their practice. This study uses a constructivist paradigm of education to answer questions about the educational practice when integrating DT, with a view to understanding the schema that educators construct when encouraging learners to construct their own knowledge. Design/methodology/approach: This study follows a qualitative, interpretive approach, drawing upon semi-structured interviews from 29 entrepreneurship educators from higher education in the UK and Europe. Thus, this study puts focus on the quality of the DT integration in EE - from an educator’s perspective. Findings: There exists a difference between the scholarly proposed integration of DT and the enacted practice within the classroom. Analysis identified four forms (selective, idea-centric, procedural, holistic) of DT integration in the context of EE, as well as insights into the practical barriers and motivations for utilising DT. In particular, this study has identified an opportunity for appropriate training of the educators to extend their awareness of the principles of DT. Originality: This research has identified four novel and distinct ways in which DT can be integrated with(in) EE. This allows educators to be more reflexive about why and how they utilise DT in their classrooms, addressing an apparent lack of this understanding in contemporary practice.
published_date 2025-08-26T12:21:02Z
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