• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.2 no.4
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• pp.43-68
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• 2007

The purpose of this paper is to clarify the actual conditions of entrepreneurial school which was drawn from the new industry-academy cooperation paradigm, and to suggest a role model for educational program for entrepreneurial school, in order to increase its self-generating ability. According to survey of 5 entrepreneurial schools, most of curriculums did not show a user-based. This indicates that series of processes, such as analyzing user's(learner, local community, institution) request and setting up the goal are not being conducted professionally and systematically. Through this study, I would like to deliver the importance of new industry-academy cooperation paradigm of entrepreneurial schools and incite them to apply major principles of new industry-academy cooperation paradigm to their entrepreneurial education program, in order to enable continuous survival and development. This study has conducted research on the actual conditions of entrepreneurial school to examine whether the role model of entrepreneurial education program coincides with the paradigm of new industry-academy cooperation paradigm. Thus, this study has conducted two verifications as whole. First, through theoretical examination, this study has drawn out the major principles of new industry-academy cooperation paradigm and considered effective applying method for it. Second, this study has analyzed overseas' cases for development of entrepreneurial education program and proved the propriety of major principles. Through theory and case studies, the study presented a role models for each subjects and provided necessity for applying major principles to entrepreneurial school's research on the actual operating condition.

• Journal of Korean Society of Industrial and Systems Engineering
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• v.39 no.4
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• pp.40-48
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• 2016

The engineering knowledge and technology is core driving forces of continuous growth in knowledge based society. Companies, the government, and universities are the subjects of an innovation and the cooperation between them is very important. Nowadays, the main purpose of industry-university cooperation moves to train experts and develop a new product. A shift of the paradigm came from the change of recognition that the final consumers of the program are companies and the universities are supporters of the program. In this paper, we investigate the purpose, participation and satisfaction of companies to industry-academy technology cooperation through empirical studies. The need to expert training, product development and process development makes companies participate industry-academy technology cooperation and companies have different purpose of participation by the business type. Companies often feel that expert training, subsidiary purpose of industry-academy technology cooperation, is more important than product development or process development. This result is caused by the real world environment of small and mid-size companies, lacking of technology experts. The participation of companies to each technology cooperation program (technology transfer, joint technology development, consigned technology development, technology consulting, co-op. lab.) is also different by business type. The companies' satisfaction with the purpose of process development is relatively higher than that with the purpose of product development and companies show also different satisfaction value by business type and participating program. The results of this study can give a contribution to the design of demand oriented industry-academy technology cooperation model.