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Integrating Entrepreneurship into the Design Classroom: Case Studies from the Developing World

Author

Listed:
  • Constance Horne

    (Zayed University)

  • Vincent Dutot

    (Paris School of Business)

  • Sylvaine Castellano

    (Paris School of Business)

  • Marco Sosa

    (Zayed University)

  • Lina Ahmad

    (Zayed University)

Abstract

Developing countries are more and more committed to building a knowledge-based economy as a means to diversify from their current resource-based economy. The current focus of many governments is on technology with real insights on creative economy and arts. In this context, universities are seen as a key partner of the government. This article presents the results of two innovative case studies of professors working in the College of Art and Design collaborating with a professor in the College of Business to integrate the concepts of entrepreneurship into their interior design courses. This was done through designing space for entrepreneurial projects and by the students acting as entrepreneurs themselves with an external client. This dual model of training combines (1) learning processes about the habits and the needs of entrepreneurs and (2) learning by acting as an entrepreneur. Such methods demonstrate the role of universities to provide a proper theoretical background for students and to foster entrepreneurial behaviors through arts entrepreneurship education. Furthermore, the central role of professors to introduce innovative teaching methods to combine entrepreneurship and the creative economy into non-business courses is an important finding in these case studies.

Suggested Citation

  • Constance Horne & Vincent Dutot & Sylvaine Castellano & Marco Sosa & Lina Ahmad, 2021. "Integrating Entrepreneurship into the Design Classroom: Case Studies from the Developing World," Journal of the Knowledge Economy, Springer;Portland International Center for Management of Engineering and Technology (PICMET), vol. 12(1), pages 56-72, March.
    • Handle: RePEc:spr:jknowl:v:12:y:2021:i:1:d:10.1007_s13132-017-0499-4
    DOI: 10.1007/s13132-017-0499-4
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