Table of Contents

Annals of Entrepreneurship Education and Pedagogy – 2014

Annals of Entrepreneurship Education and Pedagogy – 2014

Annals in Entrepreneurship Education series

Edited by Michael H. Morris

A sizable gap exists between the ample demands for (and growing supply of) entrepreneurship education and our understanding of how to best approach the teaching and learning of entrepreneurship. To help close this gap, the United States Association for Small Business and Entrepreneurship (USASBE) has identified some of the most important and provocative work on entrepreneurship education over the years, and worked with the authors of this work to produce updated perspectives. The intent is to capture the richest insights and best practices in teaching entrepreneurship, building entrepreneurship curricula, and developing educational programs.

Chapter 25: Bringing design capability into entrepreneurship: LMU and Otis

David Y. Choi

Subjects: business and management, entrepreneurship, management education, education, management education


The idea for the award-winning Design course in our Entrepreneurship Program at Loyola Marymount University (LMU) started with the wish on the part of the faculty that our students’ business ideas would be more innovative. We also hoped that students would complete their semester-long courses with something more substantive than pieces of paper, in other words, the business plan. Lastly, we thought that it would be more rewarding and satisfying for them to have a thoughtfully designed prototype – something that they could feel, touch, and test-market. We visited Otis College of Design, a top-notch design school that was located nearby and met with Steve McAdam, head of the Product Design Department, to see if we could find a way to work together. Steve welcomed the idea, and we together launched a new (undergraduate) course that would be a collaboration between two very different schools, the first of its kind for both. Each of the schools scheduled a course at the same time, Monday 7 pm, and began outlining the content of the course. Over time, the learning objectives of the course, from LMU’s standpoint, became clear: Our students would (1) use design thinking to enhance their creativity and formulate better business ideas; (2) understand the process of product design and prototyping; and (3) learn to work effectively with students of different backgrounds and discipline.

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