A case of design based research methodology to create curriculum for an entrepreneurial thinking course.

Abstract

In light of complex social, environmental and economic challenges, business schools play a critical role in preparing students to become future leaders. Society will need responsible and ethical leaders who will address these challenges, think entrepreneurially, and find ways to create viable solutions in for-profit, social enterprise and not-for-profit organizations. After extensive consultation with students, employers, and community partners, the researchers recognized that entrepreneurial skills are essential in business, regardless of career path or entrepreneurial self-identity. Using design-based research methodology, a unique course on entrepreneurial thinking was developed and launched by a large Canadian university in 2014. The course is unique in three ways: it is a required course for all Bachelor of Commerce Students (rather than elective); it is entirely focused on skill development (rather than entrepreneurial identity or efficacy); and it is large scale, with over 800 students per year enrolled in the class. This paper demonstrates over seven years of curriculum creation and iteration using design-based research. The learning and results of this work are presented through a theoretical lens of a deviant case study. The paper examines the unique combination of pedagogical approaches that have been utilized in the class and demonstrates the large-scale impact from more than 6000 students completing this course to-date. The researchers have developed a curriculum, based on Kolb's experiential learning theory, which delivers entrepreneurial thinking skills to non-nascent entrepreneurs at scale. The skill development that takes place in the course has been validated by multiple stakeholder groups including students, faculty, community, and employers. The paper aims to share the findings with the community.