Design-Based Learning and Student Entrepreneurship: How Learning Design Supports Non-Design Students’ Aspirations

Abstract

How does learning design support non-design students' career aspirations? The paper presents a qualitative interview study with undergraduate students from different disciplines in Canada, who shared their design-based learning (DBL) experiences. DBL is students across programs learning design for various educational goals and not to become professional designers. The paper describes a study that shows how learning design benefits students across programs to obtain, pursue and imagine desirable career paths. The paper also discusses how DBL supports students who aspire for technology-related jobs, students who want careers centered around creativity, and students who value work that has a social impact.