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Combining technology and entrepreneurial education through design thinking: Students' reflections on the learning process

Permanent link
https://hdl.handle.net/10037/16520
DOI
https://doi.org/10.1016/j.techfore.2019.06.015
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Date
2019-07-05
Type
Journal article
Tidsskriftartikkel
Peer reviewed

Author
Lynch, Matthew Patrick James; Kamovich, Uladzimir; Longva, Kjersti Kjos; Steinert, Martin
Abstract
There has been a growing call to educate scientists and engineers in entrepreneurship. However, how entrepreneurship should be taught to these students is a question that scholars and practitioners are still intrigued with. Design thinking has been put forward as a pedagogy that could be particularly suitable when introducing entrepreneurship to science and engineering students. Empirical evidence to support this claim are scarce. This study therefore seeks to enhance our understanding of this issue through an exploratory case study of students' reflections during and after participation in a course that uses design thinking to teach entrepreneurial skills through a technologically challenging case. The findings indicate that the course constituted a major challenge for the students, but also an opportunity for developing both tangential skills and knowledge about the commercialization of technology. Further, there is evidence of transformational learning as students began to apply design thinking in real-life beyond the context of the course.
Description
Source at https://doi.org/10.1016/j.techfore.2019.06.015.
Is part of
Longva, K.K. (2019). The impact of entrepreneurship education on students' career reflections. (Doctoral thesis). https://hdl.handle.net/10037/16525.
Publisher
Elsevier
Citation
Lynch, M., Kamovich, U., Longva, K.K. & Steinert, M. (2019). Combining technology and entrepreneurial education through design thinking: Students' reflections on the learning process. Technology Forecasting and Social Change. https://doi.org/10.1016/j.techfore.2019.06.015
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