Entrepreneurship education is a key beneficiary of design thinking’s recent momentum. Both designers and entrepreneurs create opportunities for innovation in products, services, processes, and business models. More specifically, both design thinking and entrepreneurship education encourage individuals to look at the world with fresh eyes, create hypotheses to explain their surroundings and desired futures, and adopt cognitive acts to reduce the psychological uncertainty associated with ambiguous situations. In this article, we illustrate how we train students to apply four well-established cognitive acts from the design-cognition research paradigm—framing, analogical reasoning, abductive reasoning, and mental simulation—to opportunity creation. Our pedagogical approach is based on scholarship in design cognition that emphasizes creating preferred situations from existing ones, rather than applying a defined set of tools from management scholarship. In doing so, we provide avenues for further development of entrepreneurship education, particularly the integration of design cognition.

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Acknowledgments

This article is the result of engaging with several designers and students over the years. Massimo would like thank Jeanne Liedtka, Heather Fraser, Angela Meyer, Russell Fortmeyer, Giulia Teso, Ilaria Mazzoleni, and Dreu Harrison.

A very special thank you to Associate Editor Siri Terjesen for her generous guidance through the review process and very insightful comments, which helped substantially improve the manuscript.

This research was supported under Australian Research Council’s Discovery Projects funding scheme (project DP160102290) to Chief Investigators Andy Dong, Massimo Garbuio, and Dan Lovallo.

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