Entrepreneurship education based on design thinking: Impacts of education on the development of students’ entrepreneurial skills in Korean vocational high schools
Lee, Kwangkyu (2023)
Lee, Kwangkyu
2023
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2023081624770
https://urn.fi/URN:NBN:fi:amk-2023081624770
Tiivistelmä
In Korea, Entrepreneurship education has escalated at vocational high schools since the national curriculum for primary and secondary schools was published in 2015. Entrepreneurship education was for developing students’ mindsets, behaviors, and capabilities, and evaluating processes instead of results was considered an important aspect. Design thinking was also defined as a non-linear, iterative process that groups use to understand users, challenge assumptions, redefine problems, and create innovative solutions for prototypes and tests.
This thesis aimed to understand the concept of entrepreneurship education based on design thinking and discover its impacts on the development of entrepreneurial skills by collecting the various views of students. As a diary-based thesis, all the tasks that have been implemented in this study were conducted at Jeju Girls Commercial High School in Korea. Student diaries were used to collect qualitative data from 54 female senior students, and teacher diaries, which were written autobiographically, were also gathered for supplementary resources.
The instructor planned 7 weeks of intensive design thinking courses, which were comprised of Introduction, Empathize, Define, Ideate, Prototype, Test, and Presentation in reference to Standard’s Design School Bootcamp manual. For data analysis, thematic analysis was used by searching across data sets to find repeated patterns of meaning.
The result of the design thinking course was that students showed distinct improvements in entrepreneurial skills in accordance with the five stages of design thinking. In terms of entrepreneurial skills, students stated that management skills, entrepreneurial skills, personal maturity skills, interpersonal skills, and literacy skills were developed after the course. To be more specific, students developed organizing, summarizing, higher-order thinking skills, and problem-solving skills in the theme of management skills. In regards to entrepreneurship skills, environmental scanning, developing a concept, and networking ability were improved. Moreover, emotional coping, self-awareness, and creativity were advanced with regard to personal maturity. Finally, empathy ability, communication skills, teamwork, leadership, and listening skills were improved as interpersonal skills, and literacy skills such as presentation skills, information search skills, and computer literacy were promoted. In particular, this study also described characteristics of vocational high school students observed throughout the entire class.
This thesis proposes ways in which vocational high schools in Korea can move forward in their journey of enhancing entrepreneurship education strategies.
This thesis aimed to understand the concept of entrepreneurship education based on design thinking and discover its impacts on the development of entrepreneurial skills by collecting the various views of students. As a diary-based thesis, all the tasks that have been implemented in this study were conducted at Jeju Girls Commercial High School in Korea. Student diaries were used to collect qualitative data from 54 female senior students, and teacher diaries, which were written autobiographically, were also gathered for supplementary resources.
The instructor planned 7 weeks of intensive design thinking courses, which were comprised of Introduction, Empathize, Define, Ideate, Prototype, Test, and Presentation in reference to Standard’s Design School Bootcamp manual. For data analysis, thematic analysis was used by searching across data sets to find repeated patterns of meaning.
The result of the design thinking course was that students showed distinct improvements in entrepreneurial skills in accordance with the five stages of design thinking. In terms of entrepreneurial skills, students stated that management skills, entrepreneurial skills, personal maturity skills, interpersonal skills, and literacy skills were developed after the course. To be more specific, students developed organizing, summarizing, higher-order thinking skills, and problem-solving skills in the theme of management skills. In regards to entrepreneurship skills, environmental scanning, developing a concept, and networking ability were improved. Moreover, emotional coping, self-awareness, and creativity were advanced with regard to personal maturity. Finally, empathy ability, communication skills, teamwork, leadership, and listening skills were improved as interpersonal skills, and literacy skills such as presentation skills, information search skills, and computer literacy were promoted. In particular, this study also described characteristics of vocational high school students observed throughout the entire class.
This thesis proposes ways in which vocational high schools in Korea can move forward in their journey of enhancing entrepreneurship education strategies.