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The purpose of this paper is to adapt the design-based learning (DBL) approach for entrepreneurship education. Having in mind the aim to improve the innovative thinking competence of nascent entrepreneurs that operate at the fuzzy front end of innovation, the research identifies key characteristics of the co-design-based learning (Co-DBL) approach for nurturing entrepreneurs in the digital age.

The exploratory research is based on qualitative and quantitative analysis. To get feedback and to evaluate the progress of innovative thinking competence of Co-DBL participants, the pre- and post-co-design workshop surveys were administrated. The statistical analysis of the surveys was carried out to determine the effects of the Co-DBL.

The research has revealed key dimensions relevant to Co-DBL in entrepreneurial learning (features of the project, facilities for project activities, features of the teaching process, features of learning context and assessment) and found the corresponding characteristics. The results of the current study show the perspective of the suggested Co-DBL approach in entrepreneurial learning to improve creativity, analyticity, intuition and flexibility of thinking of nascent entrepreneurs.

This paper presents a new look at co-design that can be applied to entrepreneurship education to enhance innovative thinking, improve the ability of nascent entrepreneurs to identify and create opportunity and to tolerate ambiguity and conditions of uncertainty in the search and development of innovative solutions.

The purpose of the study is to discover a model of knowledge conversion and knowledge transferring/sharing barriers in an entrepreneurial team (ET) working with innovative users at the early and fuzzy front end (FFE) stage of collaborative product design (Co-PD) process.

The exploratory research framework included sampling, data collection and data analysis, through sequential levels of categorizations, undertaken jointly with constant comparative analysis. The sample frame is the pool of ETs/startups from university business accelerators that carry out Co-PD at the FFE stage. The research survey is based on observations of the collaborative ETs activities, questionnaires and in-depth interviews with them. The research was conducted on individual and team levels when Co-PD process and ET activities were in progress.

This study identified specific set of concepts of knowledge conversion and transferring/sharing and their barriers that reflect specificity of Co-PD processes at the FFE stage in collaborative ETs. The discovered conversion process is represented by the socialization, externalization and internalization, three-mode knowledge conversion model. The significance of barriers and frequency of their occurrence were measured in knowledge transferring/sharing in collaborative ETs on individual and team levels.

This study shows novel insights into how knowledge transfers/shares and converts in the context of ET working with innovative users in Co-PD process at the FFE stage.