Contribution: Increased understanding of the influence of a project-based multidisciplinary design and innovation course on students’ engineering design thinking, specifically regarding problem framing. Background: Entrepreneurship-related education has been offered to engineering and technology students, but its influence has been discussed mainly in terms of students’ self-efficacy or awareness of entrepreneurship or technological innovation, relying mostly on their self-reported data. Research Questions: 1) How do undergraduate students perceive the relationship between entrepreneurial mindsets and engineering design thinking after a project-based design course that integrates entrepreneurial activities and 2) How differently do they frame a design situation after this course? Methodology: This qualitative case study involved 14 undergraduate students pursuing a minor in design and innovation at a polytechnic institute. For more systematic data collection and analysis, a conceptual framework was developed based on literature about cognitive operations for problem framing and entrepreneurial engineering mindsets. Primary data were collected through semi-structured interviews and pre- and post-activities focused on problem framing. The interview and activity data were analyzed through multiple qualitative analysis approaches based on the conceptual framework. Findings: The analysis of the interview responses reveals the participants’ thoughts on the role of an entrepreneurial mindset in engineering design practice, and the comparison between their pre- and post-problem framing activities shows that they tended to focus more on Customer and Social problem elements and less on Technical and Business problem elements after the course. However, important questions remain to better understand the impact of this change on their design abilities.

中文翻译：

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创业心态对学生设计问题框架的影响

贡献：加深了对基于项目的多学科设计和创新课程对学生工程设计思维的影响的理解，特别是在问题框架方面。背景：创业相关的教育已经向工程技术学生提供，但其影响主要从学生的自我效能感或创业意识或技术创新方面进行讨论，主要依赖于他们的自我报告数据。研究问题：1) 本科生在学习了整合创业活动的基于项目的设计课程后，如何看待创业心态与工程设计思维之间的关系；2) 在学习完本课程后，他们对设计情境的构想有何不同？方法：该定性案例研究涉及 14 名在理工学院攻读设计和创新辅修专业的本科生。为了进行更系统的数据收集和分析，基于有关问题框架和创业工程思维的认知操作的文献，开发了一个概念框架。主要数据是通过半结构化访谈和关注问题框架的前后活动收集的。访谈和活动数据通过基于概念框架的多种定性分析方法进行分析。发现：对访谈回答的分析揭示了参与者对创业思维在工程设计实践中的作用的看法，他们的问题前和问题后框架活动的比较表明，他们倾向于更多地关注客户和社会问题元素，而不是课程后的技术和业务问题元素。然而，为了更好地理解这种变化对其设计能力的影响，仍然存在重要的问题。