Impacts of a challenge-based innovation project course on the entrepreneurial intentions of multidisciplinary student teams
DOI:
https://doi.org/10.23726/cij.2019.870Keywords:
Innovation education, design thinking, user-centred design, entrepreneurial intentions, problem-based learning.Abstract
This study set out to explore whether a challenge-based innovation course focusing on design-thinking methods, user-centred design and interdisciplinary teams increases the entrepreneurial intentions of university students by simulating the process of creating a new, innovative product or service. The findings of the study are based on a data set consisting of pre-and post-course survey results. The data analysis shows that the students’ perceived feasibility of self-employment and the propensity to act upon it are increased during the course. Consequently, teachers aiming to increase the entrepreneurial intention of university students should consider applying problem-based learning methods in their course curriculum.
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