This is Part 3 in a multi-part blog on ‘Making an Entrepreneurial University: The Case of Plymouth State University.’ Parts 1 & 2 are here.
In Part 1, we recounted the history of Plymouth State University and outlined its innovative and novel learning model. We saw that structural problems forced the University to launch an audacious experiment, a university-wide Learning Model based around Innovation & Entrepreneurship.
Part 2 examined PSU’s opportunity to become a more enterprising institution Entrepreneurship education is becoming university-wide, drawing on cross-disciplinary programmes with diverse missions, rather than existing simply as a subspecialty in business programmes.
In Part 3, we see how the ‘Enterprising Mind-Set’ and ‘Design Habit of Mind’ can accelerate the institution’s transformation into an Entrepreneurial University.
Purpose—The purpose is to discuss the implementation of a design-driven ‘enterprise education’ program within two contexts: (1) a novel learning model emphasising innovation and entrepreneurship within an American regional comprehensive university; (2) a novel learning structure eliminating departments, school, and colleges in favour of a cross-disciplinary approach—in favour of an Integrated Cluster model.
Methodology/approach—The paper describes a novel entrepreneurship education learning model
called Transformative Innovation & Design Entrepreneurship (TIDE). This
singular case study reviews best practices in entrepreneurship education and
proposes a course of study specific to an Integrated Cluster learning model. It
focuses on the history and context of the case institution and concludes with a
discussion of the problematics of implementing such a programme.… Read the rest
This is an excellent article about how DESIGN THINKING can also be used to rethink education, even entire social systems. Of immediate concern to us teachers, Michael Schein discusses reimagining educational assessments. He excoriates us because most of our assessments these days are testing stuff you can find on Google. Yet we instructors face a dilemma: ‘My students may need this knowledge but someone out there is going to snatch my lessons out of my hands’. Design thinking applies creativity to come up with novel solutions to tough problems. Students learn to identify opportunities and practice design thinking to construct ‘minimum viable products.’ Venture start-up follows when design thinking leads to marketable solutions.… Read the rest
What does it mean to prototype in your life? In design, we can prototype products and services in order to see how they may react or work before full production begins. In our lives, we can prototype conversations and experiences to test how we might react in our future. […]
Howard Frederick writes: The linked article by Natasha Iskander in Harvard Business Review is an example of ‘Design Thinking Irredentism’. Irredentism is a movement that seeks to claim/reclaim and occupy lost territory. Iskander seeks to foment the discontent of managers against ‘outsiders’, that new corps of designers that is revolutionizing everything from business models to personal life directions. She fails to recognize that ‘designerly ways of knowing’ is as important as the scientific method.
Her major defense is that there’s nothing new about Design Thinking; it’s all just a modern rehash of the scientific method, or what she calls the ‘rational-experimental’ approach.… Read the rest
Howard Frederick writes: How many of you designers are aware of the first design thinker? The 1960s was heralded as the ‘design science decade’ by the radical technologist Buckminster Fuller, who called for a ‘design science revolution’ based on science, technology, and rationalism to overcome the human and environmental problems that he believed could not be solved by politics and economics. He called it ‘anticipatory design science’, which he defined as human practice that would align men and women to the conscious design of our total environment, making Earth’s finite resources meet the needs of humanity without disrupting the ecological processes of the planet.… Read the rest
Howard Frederick writes: What is the definition of Design? Design Thinking is a slippery concept. As a noun, design has two meanings: either a scheming plan, aim, intention, goal, or purpose; or a concept, drawing, shape, sketch, or blueprint – even the entire finished product. As a verb, it also has two meanings: either to scheme, connive, plan, devise, or intend; or to invent, create, fabricate, or build. So, we could say ‘our design (purpose or intention) is to design (create or fabricate) the design (sketch or blueprint) of a design (finished outcome or product)! You can step into the semantics of design here: Hardt, M.… Read the rest
Howard Frederick writes: This article gives a quick and graphic introduction to empathy mapping. Design thinking is the opposite of the manager’s data-driven analysis because empathy means a focus on the human angle. Managers pay little attention to how to use customer co-creation and feedback to turn their new ideas into a business model that can be shared with a larger group.* Why does empathy matter? The market is flooded with products that hope to respond to consumers’ ever-changing needs. Research shows that customer co-creation or co-production (achieved through empathy) has a positive effect on the outcome of new production development because it results in a better fit to a customer’s preferences.… Read the rest
Howard Frederick writes: In my teaching I have always sought ways to make my students more ‘enterprising’, in the personality mind-set sense. This means from Art to Zoology, every student can create an (ad)venture, be it social, environmental, business, or whatever.
They move from engaged to empowered. They become problem-solvers. They grow more empathetic. . . . They remain curious. They develop a maker mindset. They define themselves as problem-solvers.