Open AccessEntrepreneurship Education and Design Thinking: A Conceptual Threshold for Their Integration in Indonesian Higher Education
Author(s) -
Ria Tristya Amalia,
Harald F. O. von Korflesch
Publication year - 2022
Publication title -
international journal of emerging technologies in learning/international journal: emerging technologies in learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.454
H-Index - 24
eISSN - 1868-8799
pISSN - 1863-0383
DOI - 10.3991/ijet.v17i02.26897
Subject(s) - indonesian , entrepreneurship , narrative , process (computing) , design thinking , empathy , thinking processes , conceptual framework , sociology , critical thinking , conceptual model , the conceptual framework , knowledge management , computer science , mathematics education , psychology , management science , pedagogy , social science , social psychology , political science , engineering , art , philosophy , database , law , statistical thinking , linguistics , operating system , art history , human–computer interaction , performance art
Many ongoing discussions in design thinking show similarities to the current entrepreneurship education debate on integrating both disciplines in the con-text of higher education. In that case, some articles, mainly from the devel-oped countries, have addressed this issue, though fragmentedly. In contrast, this integration-educational type is rarely found in developing countries, par-ticularly Indonesia. Additionally, very few studies have broadened the dis-cussion to include the teaching entrepreneurship-design thinking process cy-cle and the conceptual threshold to support the integrated teaching process. This paper uses the narrative literature review and in-depth qualitative case-study discussion as the methodology. It aims to establish a conceptual link and threshold between these two areas and provide conceptual strategies for integrating and teaching them in Indonesian higher education. In doing so, this paper has essentially reviewed and reconciled both parts of the entrepre-neurship education and design thinking discourse. The details and signifi-cance of the conceptual threshold have also been reviewed. The finding of this study is the five-main entrepreneurship-design thinking process cycle (i.e., understanding the problem comprehensively, generating ideas, experi-menting iteratively, testing the solutions, and implementing solutions). The process strongly incorporates the "empathy-reflect-visualize" cycle and the integrated conceptual threshold as a teaching support tool. This conceptual study provides new pathways for enriching current teaching and research practices of entrepreneurship education and design thinking.