Document Type : Research Paper
Authors
1
Tech-Entrepreneurship Department, Entrepreneurship College, University of Tehran, Tehran, IRAN
2
Department of Tech-Entrepreneurship, Faculty of Entrepreneurship, University of Tehran, Tehran, Iran
3
Department of Industrial Design, University College of Fine Arts, University of Tehran, Tehran, Iran
4
Department of New Venture, Faculty of Entrepreneurship, University of Tehran, Tehran, Iran.
10.22059/jed.2024.370865.654318
Abstract
Objective: In the evolving landscape of engineering education, a profound transformation is underway, emphasizing the imperative of cultivating an entrepreneurial mindset in students to address complex societal and environmental challenges through innovative solutions. This study endeavors to significantly contribute to this educational paradigm shift by presenting a meticulously crafted framework that transcends the dichotomy between theoretical knowledge and its practical application in the realm of design-entrepreneurship education. The core objective is to present a framework of design-entrepreneurship concepts in engineering education to help teachers to design their educational teaching models based on it and use it for cultivating entrepreneurial mindset among engineering student.
Method: The research methodology employed a rigorous analysis of 72 scientific sources, encompassing papers, books, and theses culled from reputable databases, including Web of Science, Scopus, and Google Scholar. Utilizing a summative content analysis design approach, the study embraced both inductive and deductive methods to synthesize representative literature on design-entrepreneurship. Qualitative data, gathered through a meticulous document analysis method, spanned a comprehensive timeframe of 12 years and 6 months, from 2010 to the first half of 2023.
Result: After reviewing the studies, it was found that each definition, model, and framework of design-entrepreneurship emphasizes unique aspects in different fields. Recognizing the pressing need for a unified framework tailored to the distinctive needs of engineering students, the proposed model comprises three pivotal categories: design-entrepreneurship opportunity identification/design, design-entrepreneurship opportunity evaluation, and design-entrepreneurship opportunity exploitation. Within these categories, the framework unfolds with 11 components and 37 sub-components, encompassing critical aspects such as opportunity recognition/design, empathy, problem identification, ideation, solution selection, conceptualization, evaluation, intellectual property protection, branding, and production optimization.
Conclusion: This paper concludes by strongly advocating for the seamless integration of the proposed theoretical foundation into engineering education. It provides a guiding beacon for professors and curriculum design specialists, encouraging them to leverage this framework as a cornerstone for developing courses that foster both entrepreneurial and design mindsets among engineering students. The delineated educational process serves as a roadmap, directing students to proficiently identify entrepreneurial opportunities, empathize with end-users, discern problems, cultivate creative ideas, select optimal solutions, conceptualize initial ideas, conduct comprehensive evaluations, safeguard intellectual property, devise branding strategies, and optimize production processes. As a visionary outlook, the framework presented here invites future studies to explore its adaptability across diverse disciplinary domains, fostering the creation of tailored models for educational design-entrepreneurship. Furthermore, researchers are urged to employ this framework as a foundational tool for constructing measurement instruments, thereby contributing to the ongoing refinement and enhancement of design-entrepreneurship education within engineering disciplines. This framework, poised at the intersection of entrepreneurial thinking and practical application, heralds a transformative era in engineering education, nurturing innovative and socially responsible engineers poised to tackle the challenges of the future.
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