• Journal of Convergence for Information Technology
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• v.10 no.6
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• pp.96-108
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• 2020

Through the case analysis of the college start-up education consulting operated by the Center for Start-up Education, this study presented the direction of Uni. start-up education, such as regular subjects, comparative studies, commercialization of start-up businesses, and supporting infrastructure, and understood the meaning of start-up education. This study was conducted in three stages of literature research at 10 universities, pre-diagnosis questionnaire for practitioners, and visiting consulting, and presented design direction by separating universities (four-year colleges) and colleges of specialties. Universities (four-year colleges) need to make continuous efforts to create a specialized start-up valley for universities and start-up businesses using infrastructure with existing quantitative growth, and colleges need to establish professional and infrastructure for start-up education to suit the characteristics of their departments. In addition, it was urgent to introduce differentiated evaluation indicators for universities (four-year colleges) and colleges.

• The Journal of the Convergence on Culture Technology
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• v.4 no.3
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• pp.165-170
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• 2018

In this research, we analyzed the foundation infrastructure of college and the entrepreneurial abilities, attitudes and entrepreneurial intention of students. This aim is to provide differentiated entrepreneurial education methodology of colleges different from general universities. First, in order to grasp the entrepreneurial infrastructure of the college, we conducted an interview with the person in charge and evaluated it based on the criteria presented at the Foundation Promotion Agency. Secondly, we conducted a questionnaire survey for students of colleges and analyzed entrepreneurial ability, entrepreneurial attitudes, and entrepreneurial intentions. As a result, the following suggestions were derived. As colleges have a shorter period than general universities, it is impossible to prepare the same infrastructure with 4 year universities, so differentiated infrastructure standards should be presented. It is lower than the competence and attitude of the student's foundation. Therefore, in the course of education, we must seek methods that can increase the degree of establishment through comparative processes such as educational curriculum and founding circle, which are practical and not theoretical contents.

• Journal of Information Technology and Architecture
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• v.11 no.3
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• pp.371-379
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• 2014

Our government has proposed entrepreneurship as an alternative way to invigorate economy. Because of this, entrepreneurship education is endless issue. Nevertheless, entrepreneurship education is still in lack in Korea. Entrepreneurship education is being done voluntarily in commercial vocational high school and university in Korea. Whereas entrepreneurship education is being done more systematic and professional in the early stage. In this paper, the policy proposals have been proposed on the basis of comparison between domestic and overseas entrepreneurship education.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.7 no.1
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• pp.113-123
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• 2012

This study aims at identifying whether graduate school of Entrepreneurship is proposed as an alternative for institution enhancing the expertise of entrepreneurship education which is demanded these days and also examining which forms of graduate school of Entrepreneurship is needed between special graduate school of Entrepreneurship and professional graduate school of Entrepreneurship. Three researches are made by this study. First of all, status of special graduate schools of Entrepreneurship and advanced studies are researched and secondly, educational performance and operational performance of them are researched and how they secure the prestige as a professional institution for educating Entrepreneurship has been analyzed. Finally, what needs of switching over from special graduate school of Entrepreneurship to professional graduate school of Entrepreneurship has been rveyed As a result, graduate school of Entrepreneurship has been established at five rovince in Korea. Doctoral course of Entrepreneurship has been opened independently in U. S. A. And also high performance of promoting Entrepreneur and consultant for Entrepreneur has been researched. Level of satisfaction on education program and faculties has been surveyed highly. High demand for reconversion to professional graduate school of Entrepreneurship and doctoral course of Entrepreneurship has been investigated.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.3
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• pp.697-706
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• 2021

The purpose of this study is to find out whether the many start-up support programs provided by a college can actually help students start a business, and to discuss what role colleges should have as facilitators of student entrepreneurship. To this end, a qualitative study was conducted with seven students who wished to start a business by utilizing start-up education and support programs provided by College Y. As a result of the study, the participants first mentioned parallel and administrative inefficiency in entrepreneurship and the entrepreneurship programs. Second, the implications for the role of colleges in fostering start-up content are systematic planning and guidance for start-up programs operated by the college, concise administrative procedures, mentoring in various start-up items, and securing a test market. It can be said that the concept of a common office in which students can work together is necessary. The study is significant in that it can help to establish a start-up support plan by suggesting what role colleges should play in relation to entrepreneurship, but its limitation is that its scope includes only one specific major.

• Management & Information Systems Review
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• v.33 no.5
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• pp.233-247
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• 2014

The purpose of this study was to analyze the influence of teaching style on entrepreneurial intention of undergraduate. And this study was to analyze the influence of teaching style on study attitude of undergraduate. Additionally, this study was to analyze the influence of teaching style on self-esteem of undergraduate. The results of this study can be summarized as follows. Firstly, entrepreneurial intention of undergraduate showed a statistically significant difference based on teaching style. Secondly, study attitude of undergraduate showed a statistically significant difference based on teaching style. Lastly, Secondly, self-esteem of undergraduate showed a statistically significant difference based on teaching style.

• Journal of the International Relations & Interdisciplinary Education
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• v.3 no.1
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• pp.29-50
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• 2023

This study selected college students in Anhui Province as the research subjects and used a questionnaire survey method to understand the current implementation status of the integration of innovation and entrepreneurship education and professional education. The survey results indicate that college students have insufficient awareness of innovation and entrepreneurship; Poor integration of curriculum construction. This study analyzes the reasons for the problems from four aspects: the government, enterprises, and universities, as well as the subjective will of students. Based on qualitative and quantitative research, the following countermeasures and suggestions are proposed: firstly, strengthen top-level design; Secondly, promote the integration of curriculum construction; Thirdly, expand the teaching staff; Fourthly, a practical platform for school enterprise co creation; Fifth, cultivate students' innovative awareness and guide innovative practice.

• Journal of vocational education research
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• v.30 no.4
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• pp.241-258
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• 2011

This study analyzes educational panel on the relationship between college life and job satisfaction of women college graduates. Higher college satisfaction increases job satisfaction of women workers with college degrees. Job training programs increase job satisfaction. However, job satisfaction relative to her skills and competency becomes lower when they complete a number of job training programs. Moreover, English education and job training programs exert positive influences over the effects of college satisfaction on job satisfaction of women workers with college degrees. Thus, although there are conflicting aspects, job training programs have potentials to contribute to the job satisfaction. The results of the study suggest that college life is closely related with their job experiences. However, Korean society neglects the importance of college relative to four-year university. Thus, Korean society exerts efforts toward enhancing the educational quality of college education.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.15 no.2
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• pp.267-277
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• 2020

In recent years, universities are actively developing and applying regular start-up curriculum, comparisons and activities in order to revitalize various forms of business-oriented academic programs. In addition, the government has established various experiential entrepreneurship education programs such as "Student Entrepreneurship Team 300 (U-300)" to support professional entrepreneurship education such as entrepreneurship mentoring for entrepreneurship clubs in universities nationwide. Therefore, this study empirically verified the influence of participation motivation,, mentoring function, and mentor competence on entrepreneurship education satisfaction and entrepreneurship will for participants of experiential entrepreneurship programs centered on entrepreneurship mentoring. The results of the study were as follows: First, the motivation to participate in entrepreneurship education and mentoring capacity had a significant positive effect on the satisfaction of entrepreneurship education. It became. The findings of this study suggest that in order to more effectively promote entrepreneurship education in the university, which is now quantitatively expanded, it is necessary to improve various ways of creating qualitative effects such as expansion of experiential teaching methods and entrepreneurship mentoring. We believe this could provide policy implications for reinforcing the expertise of entrepreneurs who conduct mentoring.

• 한국벤처창업학회:학술대회논문집
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• 2017.11a
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• pp.27-30
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• 2017

2010년 이후 대학을 중심으로 앙트러프러너십 교육의 중요성이 강조되면서, 그동안 창업과 기업가정신 관련 프로그램이 양적으로 급격하게 증가하여 왔다. 또한, 부처들이 모여 '대학창업교육 5개년 계획'을 수립하고 추진하며 그 확산은 더욱 빠르게 진행되었다. 하지만 현실은, 앙트러프러너십 전문교수자의 부족, 창업인프라 편중현상으로 인한 교육혜택의 지역편차 심화, 천편일률적이고 파편적인 교육커리큘럼, 그리고 빠른 변화의 스타트업 환경과 속도를 따라잡지 못하는 대학 내부체계 등 앙트러프러너십 교육의 전반적인 문제점이 심각하게 거론되고 있는 상황이다. 이러한 문제들의 해결을 위한 하나의 방편으로 온라인플랫폼을 바탕으로 하는 앙트러프러너십 교육의 질적향상과 양적확산을 통해 문제를 해결하려는 움직임이 일어나고 있다. 이미 해외에서는 대중을 대상으로 온라인플랫폼을 통한 대규모공개수업 MOOC(이하 '무크')가 확산되고 활발히 연구되고 있다. 온라인플랫폼 기반의 앙트러프러너십 교육 또한 비즈니스 범주에서 주요한 위치에 자리를 잡고 있으며, 효과성에도 좋은 결과를 내며 진행되고 있다. 본 논문의 목적은 대규모 개방 온라인교육 수업과정인 무크에 대한 정확한 개념과 구조적 배경의 이해를 통해, 무크 현상의 본질적 가치와 의미를 발견하고 앙트러프러너십 교육에의 적용방법과 기대효과에 대한 고찰을 하였다. 목적한 연구의 진행을 위해 질적연구방법론을 사용하여 최신문헌 검토 및 참여관찰, 심층면담, 이해당사자 인터뷰를 진행하였고, 근거이론을 기반으로 핵심키워드를 도출하여 연구의 전체적인 맥락을 구성하였다.