DS 95: Proceedings of the 21st International Conference on Engineering and Product Design Education (E&PDE 2019), University of Strathclyde, Glasgow. 12th -13th September 2019

Year: 2019
Editor: Bohemia, Erik; Kovacevic, Ahmed; Buck, Lyndon; Brisco, Ross; Evans, Dorothy; Grierson, Hilary; Ion, William; Whitfield, Robert Ian
Author: Yu, Shu (1,2); Yuizono, Takaya (1); Kim, Eunyoung (1)
Series: E&PDE
Institution: 1: Japan Advanced Institute of Science and Technology; 2: Dalian Polytechnic University
Section: Creativity 4
DOI number:
ISBN: 978-1-912254-05-7


Under the trend of innovative society and economic development, how to cultivate different types of innovative professional design talents in a more effective and practical way is an important problem of design education. There is an explosion of new interest in entrepreneurship from other disciplines such as engineering, design and even arts. The purpose of this paper tends to integrate entrepreneurship education into design education, gradually applies creative and entrepreneurial thinking to the process of teaching and learning in design education. Using creative and enterprise ability support the design thinking. Therefore, we will build a new system which connects interdisciplinary with practical application, professional teaching with innovation, and cultivate professional design talents with strong innovation and entrepreneurship ability.

The design education process begins with the problems finding and observation, then visualization and sense-making, prototyping, and testing. Design thinking is appropriate in uncertain, complex situations. It is not only an idea or mindset but also a process of business development. Sometimes it mentioned in passing as part of a problem-solving or start-up creation. Educational entrepreneurship can be as all kinds of experiences that give students the ability and vision of how to access and transform opportunities. Design education explores challenges and opportunities as entrepreneurship education cultivate the innovation, creative ability, risk-taking and so on. They should be in a dynamic term and requires linkage or relations because of their social application. In this perspective, the study tries to contribute to the following three problems: (1) What is an appropriate method to integrate design education with entrepreneurship education? (2) What kind of theoretical model could be used as a basis and creative support for design education? and (3) How to practice the integration of entrepreneurship education with design education?

Based on the above three questions, integrating entrepreneurship education into design education should get an embedded start point. According to embeddedness theory, cognition is very important for the integration. So, the embedded of entrepreneurship into design education may start at cognitive embeddedness, then curriculum, method and cultural embeddedness. To develop a system to support the integration, we want to construct a coupled embeddedness model from the micro, meso and macro levels. The model would begin with the cognitive concept, forming the embeddedness teaching objects. We would like to take students and teachers as individual micro level, department and university as organizational meso level, and social macro level as the main embeddedness body, merging the design thinking, business knowledge into teaching and learning process. This research tries to take two majors of the art design and fashion design undergraduate students as the research object, using workshop method to practice the integration. It is expected to cultivate students' design ability, to get problem-solving and observation skills which could benefit design students to survive in the business world.

Keywords: Entrepreneurship education, Design education, Embeddedness model, Design thinking


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