Abstract
The glorification of entrepreneurship in Nepal has led to various stakeholders being interested in the entrepreneurship ecosystem of the country including the educational stakeholders. A surge is being observed in the number of educational institutions that now offer entrepreneurship courses to their students. However, little has been done to investigate the impact of such courses. A secondary school in Nepal used the design thinking approach strategy to conduct entrepreneurship classes for its secondary level students. This paper attempts to assess the effectiveness of the entrepreneurship classes conducted at the school by using the mixed method strategy. Our paper found that the year-long entrepreneurship course helped shift the mindset of students from a fixed mindset to a growth mindset by giving them a solution-seeking lens and the emotional engagement of the students with the course was also seen as high. Similarly, an emotional growth was also seen in the side of the educator. However, owing to the time boundaries and less support from school administration, the entrepreneurship course was not seen as successful in leading meaningful development of 21 st -century skills like collaboration, creativity, curiosity, experimentalism in students. Keywords: entrepreneurship, design thinking, entrepreneurship education, emotional engagement DOI: 10.7176/JEP/12-1-04 Publication date: January 31 st 2021
Highlights
One of the ways of uplifting the socio-economic position of Nepal is by developing the state-of-art of entrepreneurship in the country
This paper seeks to find out the context of entrepreneurship education provided through the design thinking approach at a secondary school in the context of Nepal and explore its opportunities and challenges
2.3 Research Design This study evaluated the effect of a year-long entrepreneurship course conducted at an educational institution in Nepal based on the principles of design thinking
Summary
One of the ways of uplifting the socio-economic position of Nepal is by developing the state-of-art of entrepreneurship in the country. The survey questionnaire was prepared with the hope of capturing how skills like collaboration, curiosity, experimentalism, problem-solving attitude, and creative thinking developed in students after taking the entrepreneurship classes that were provided using the design thinking method of teaching and learning. 3.3 Increase in Shared Joy and Happiness within the Class To implement the design thinking method of teaching and learning effectively, the students and the facilitator should share a supportive relationship along with clear communication of goals (Carroll et al, 2010). It has been identified that emotional regulation strategies and problem-focused coping strategies can help in the process of not taking task conflicts personally This shows that emotional intelligence needs to be integrated well with the design thinking model of teaching and learning for teamwork to be effective and for the course to have the outcome it intends to. Better integration of design thinking within the school climate would perhaps amplify its positive effects
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