The Design for Business Initiative:A Systematic Approach to Embedding Entrepreneurship in Design Education (original) (raw)
Related papers
Educating Entrepreneurship through Design
FGF studies in small business and entrepreneurship, 2023
The early stage of new venture creation is highly undetermined, is high in uncertainty and requires action to progress. These characteristics overlap with the definition of what makes a problematic situation a design problem. In order to improve education for students to deal with this type of problem, this chapter builds on the paradigm of 'through' education and the new venture creation approach. It proposes a new paradigm, 'entrepreneurship education through design' with a strong focus dealing with design problems via designerly behaviour. This chapter highlights the design theoretical basis of this paradigm and shows how the course setup can contribute for students to display designerly behaviour, reduce uncertainty and ultimately successfully incubate new ventures.
Institutional Framework for Design Entrepreneurship in Education
2023
Entrepreneurship education and creating a supportive environment have been fundamental roles of universities for some time. The interdisciplinary nature of industrial design positions it as a crucial component of integrated innovation for businesses, with product entrepreneurship as a cornerstone of product creation. However, the multifaceted responsibilities inherent in the design field create a complex landscape for action, and the increasing demand for talented and entrepreneurial designers highlights the need for a revised industrial design curriculum that cultivates the skills and mindsets required to meet these demands. This paper emphasizes the significance of integrating design entrepreneurship education into the curriculum in a structured and progressive manner that addresses various levels of intensity and content. After defining the concept of entrepreneurship in design, the paper argues that a brief and cursory course on entrepreneurship cannot effectively foster personal development, which should be the primary objective of tiered entrepreneurship education. The paper posits that an entrepreneurial education model prioritizing student development should accompany a curriculum overhaul that enables students to apply theoretical knowledge to real-world situations, progressively develop entrepreneurial skills and attitudes, and cultivate a robust entrepreneurial mindset. In addition, the paper asserts that a business-oriented approach should be incorporated into design education to provide resources and services, as well as access to infrastructure and superstructure, to cater to the diverse needs of aspiring entrepreneurs.
2020
This paper discusses strategy, entrepreneurship and innovation in design education, using examples of educational projects initiated by the authors. These projects range from: strategic design of systems, services and user-experiences to projects that enhance entrepreneurial skills and the intervention of designers — educating management students. The paper offers ideas for design educators and exemplifies increasing values in design education.
Entrepreneurship in Future Design Education
2011
Design Methods and Design Thinking have become important elements in innovation and entrepreneurship processes. Introduction of design subjects into business and engineering educations shows this. One could also mention the success of IDEO publications, presenting state of the art design methodology, stressing user focus. An increasing number of innovations directly address or involve end users, by offering immaterial products; services, leisure etc. Norwegian University of Science and Technology, NTNU has focus on Entrepreneurship and innovation and is amongst the leading universities worldwide when it comes to university-business cooperation. NTNU has an active TTO (technology transfer office), the NTNU School of Entrepreneurship is well renowned after 5 years of operation, and in 2010 a new vice rector position was established with responsibility for innovation and business cooperation. Working with the Industrial Design Engineering (IDE) at NTNU education we also observe student...
Future Pathways for Design-Driven Entrepreneurship Education
Cumulus Conference Proceedings Wuxi 2018 Diffused Transition & Design Opportunities 31st October-3rd November, Wuxi, China, 2018
Designing in and for transition, within contexts of constantly changing certainties and boundaries, demands new models of pedagogy; capable of building deep competencies within students beyond the studio’s borders. Academia is facing radical disruption as students demand a redefinition of education (Traitler, Coleman and Hoffman, 2014). This transformation must be applied within design education. How do we educate designers to design for present ambiguity and future uncertainties in a world with radical complexity and wicked problems? Parsons ELab is a design-driven academic business incubator and research lab with the ambitious mission to develop a distributed academic incubation model. Our research investigates how to transition design education and its evaluation, create models for future academic distributed incubators, and new research methodologies to incubator and accelerator research. Conventional incubation research is focused on understanding the financial impact of incubees through their period of incubation (Messeghem et al, 2017). Parsons ELab has developed a mix of deep qualitative and quantitative research over the past four years. Our research offers us a unique perspective in evaluating the educational, financial and social impact of our program. We find a need to challenge conventional approaches to both entrepreneurship research and education. Our findings develop necessary practices in the implementation of a distributed academic incubator model. ELab continues to refine its methodology as it works towards a roadmap for other educational institutions seeking to encourage design-driven entrepreneurship. Our work expands definitions of impact to include the cultural and environmental. As we identify new transitions and needs for design-driven, entrepreneurially-focused education, we look to develop new pathways for design students to develop critical competencies.
The Value of Design-driven Entrepreneurship
The Design Journal
This special issue is dedicated to exploring the Value of Design-driven Entrepreneurship. It questions how Design can add value to entrepreneurial activity, whether it be starting, developing, managing new ventures and businesses, public sector initiatives, academic programmes or securing one's own livelihood. It
Introducing Entrepreneurial Design Thinking
Service Design, 2017
Die Arbeitsberichte aus dem Fachbereich Informatik dienen der Darstellung vorläufiger Ergebnisse, die in der Regel noch für spätere Veröffentlichungen überarbeitet werden. Die Autoren sind deshalb für kritische Hinweise dankbar. Alle Rechte vorbehalten, insbesondere die der Übersetzung, des Nachdruckes, des Vortrags, der Entnahme von Abbildungen und Tabellenauch bei nur auszugsweiser Verwertung. The "Arbeitsberichte aus dem Fachbereich Informatik" comprise preliminary results which will usually be revised for subsequent publication. Critical comments are appreciated by the authors. All rights reserved. No part of this report may be reproduced by any means or translated.
Design Entrepreneurship in Product Design Education
Procedia - Social and Behavioral Sciences, 2012
Design entrepreneurship is about producing and marketing the intellectual properties of a viable concept in terms assuming risks, financing and managing. So this study is about a discussion on building entrepreneurship skills in design education. With the changing role of the designer, the study supports the idea that teaching initiative entrepreneurial skills is essential as design skills for design students to survive in business world. For this study will define design entrepreneurship with its sui generis requirements. The study also discusses ways for design students to improve their entrepreneurial capacity via specialized cou rses and proposes an initiative-intensive skillful curriculum.