• Asian Journal of Innovation and Policy
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• v.4 no.3
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• pp.271-287
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• 2015

Universities are now operating in a post-globalized world. They need to be locally engaged while globally visible for continued success. Specific strategies include 1) unbundling education using fractal modules approach to facilitate more flexible and customized learning expectations of net generation of students; 2) open-source software and hardware platforms to facilitate collaborations around a short or multi-year, multidisciplinary brain stretching projects motivated by the real world challenges; 3) new courses on innovation and entrepreneurship to nurture experience seeking and enterprising mindset of students; 4) cross-border university- public- private partnerships for developing solutions specific to the local needs and can be scalable for the world; and 5) encouraging faculty members with glocal mindset.

• 한국벤처창업학회:학술대회논문집
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• 2017.08a
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• pp.1-13
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• 2017

In the era of the 4th Industrial Revolution, as the importance of creative talent became more and more important, we recognized the urgent need for start-ups to innovate new growth industries and creative talents to lead these eras.And the importance of entrepreneurship education emphasized in entrepreneurship education and the necessity of creativity competency education.However, there is a lack of research on how creativity competency education affects entrepreneurship intention for college students. Especially, research on the moderating effect of social support on the effect of entrepreneurship through education is very insufficient. The purpose of this study is to examine the effects of creativity competence education on the will of entrepreneurship and empowerment of social support. For this purpose, 393 college students were used for empirical analysis for 1 month from August 2016. As a result of this study, the ability of communicative communication and creative problem solving had a positive effect on self - efficacy. On the other hand, innovative work behavior abilities did not directly affect self-efficacy. In addition, creative problem solving ability and innovative work behavior ability had a positive effect on the will to start up. Collaborative communication skills, however, did not directly affect the willingness to start a business. Self - efficacy has a positive effect on the will of founding. Finally, the moderating effect of social support between self-efficacy and willingness to work was not directly affected. The implication of this study is that the effect of the creativity competency education on college students has a positive effect on the self - efficacy of self and the positive influence on the will to start up. The results of this study are as follows. First, it is found that the influence of social support (parental support) is not positively influenced by the control effect of the parents. In the case of college students, As well as the need to do so. Therefore, in order to further increase the willingness of young people to establish a university in the university, it is necessary to provide education and programs not only for direct education for college students, but also for improving the understanding of the talents and entrepreneurship required by the age of their parents.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.10 no.1
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• pp.175-185
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• 2015

This article focuses on an analysis of entrepreneurship education programs at U.S. college and universities in order to determine distinctive features of those programs. To this end, we delved into the entrepreneurship programs including Martin Trust Center for MIT, Harvard University VIP program, Polsky Center of Chicago University and Stanford University program. By analyzing major roles, curriculums, and characteristics of the programs, three types of distinctive features emerged. The first feature is dynamic education-focused programs, which provide students with opportunities for applying what they have learned through startup competitions. The second is local-based programs, which take the lead in local startups by focusing on the local industry. The third is the programs with support and encouragement for startups. Based on the three types of features, we suggested critical factors for successful entrepreneurship education.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.11 no.4
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• pp.59-69
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• 2016

The goal of this study is to compare entrepreneurial orientation of both countries' students and to compare the effect of individualism on developing entrepreneurial orientation of both countries. In order to achieve this goal, this study will conduct two analysis. Firstly, the comparative study on entrepreneurial orientation of both students will be implemented by conducting F-test and t-test. Secondly, the regression analysis between an independent variable - individualism - and dependent variables - innovativeness, internal locus of control, and entrepreneurial orientation - will be conducted in order to compare the effect of individualism on developing entrepreneurial orientation. Prior to implementation of two analysis, this study has implemented the survey to Korean and Chinese university students to estimate entrepreneurial orientation and a cultural variable to influence entrepreneurial orientation. The question of survey is divided into two parts - individual entrepreneurial orientation including internal locus of control and innovativeness and a cultural variable, individualism. As other precedent comparative studies of Chines and Korean potential entrepreneurship concluded, Chinese students have shown higher entrepreneurial orientation than Korean students. However, on the contrary to prior studies on cultural factors and entrepreneurship, only Chinese students' entrepreneurial orientation is influenced by individualism. Any dependent variables of Korean students were not affected by individualism variable.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.13 no.6
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• pp.89-101
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• 2018

This paper empirically analyzed whether or not professional college students' Protean career attitudes affect entrepreneurial intention through employability and entrepreneurship, and whether or not they have practical training experiences can make a difference in such influence. For this reason, a questionnaire survey was conducted on about 240 students at specialized universities in Seoul and the Gyeonggi province for one month beginning on June 1, 2018. Of the 220 collected questionnaires, 214 parts in total were selected for final analysis, except for the 6 parts of the answer sheet which were not sure if there was a missing value or not. The main findings are as follows. First, it has been confirmed that the professional career attitude of Protean has influenced employability and entrepreneurial intention, but has not directly influenced entrepreneurial intention. Secondly, it has been confirmed that the employability and entrepreneurship have have a positive influence on the entrepreneurial intention. Thirdly, it has been confirmed that employability and entrepreneurship play a role as a fully mediated role in the relationship between the attitude of the Protean career and the entrepreneurial intention. Fourthly, considering the characteristics of the vocational college, there is no difference in the influence of employability and entrepreneurship on the entrepreneurial intentions, but the influence of the protean career attitude on employability and entrepreneuriship was different depending on whether or not they had the practical training experiences. This study is to analyze the relationship between the protean career attitude and the entrepreneurial intention in the aspect of employment and entrepreneurial activation of young people.

• World Technopolis Review
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• v.5 no.1
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• pp.19-29
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• 2016

The innovation ecosystem provides benefits and challenges for multiple institutional actors like universities, industry, government, NGOs, and private funding agencies, as well as individuals in a rapidly evolving and dynamic environment. First, we describe the changing role of universities-whereby, the support of innovation and entrepreneurship is developing into a core mission of universities. We then describe strategies within the United States and globally to help students learn about innovation and entrepreneurship. Finally, we explore the benefits and challenges of technological innovation for economic development, emphasizing how such development relates to the global problem of underprivileged communities, both in developed and developing countries, and the special concerns of economic development for developing countries.

• Journal of the Korea Safety Management & Science
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• v.23 no.4
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• pp.113-120
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• 2021

In the past, manufacturing-oriented industries focused on improving labor productivity to achieve economic growth. Korea is changing from a labor-intensive industry to a technology-intensive industry in order to occupy a competitive edge compared to other countries. Recently, a lot of investment has been made not only in technology-intensive industries but also in information industries. Therefore, it is developing in various forms such as special technology, platform industry, and virtual reality as a technology-intensive industry and information industry field. In this social phenomenon, the necessity of starting a business using new ideas and technologies is increasing. Therefore, universities also need entrepreneurship education for their students, and it is necessary to investigate how the contents of the university's start-up education support, individual achievement needs, and the degree of acquisition of start-up knowledge affect the establishment of business strategies necessary for start-ups.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.11 no.2
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• pp.9-19
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• 2016

The purpose of this paper is to examine the effect of entrepreneurial self-efficacy on entrepreneurial intention. Further, the paper aims to study the moderating effect of regulatory focus in the relationship between entrepreneurial self-efficacy and entrepreneurial intention. As per regulatory focus theory, individuals have different goal attainment approaches and underlying motivations; this posits two distinct orientations: promotion focus and prevention focus. Consequently, we hypothesize that the effect of entrepreneurial self-efficacy on entrepreneurial intention would differ depending on the individual's regulatory focus, either promotion or prevention. In order to test the hypotheses, we select a random sample of 494 entrepreneurship students at six universities across the country. The analysis includes a survey of 309 students. The results indicate that students' entrepreneurial self-efficacy has a positive effect on their intention to become entrepreneurs. Further, regulatory focus moderates the relationship between entrepreneurial self-efficacy and entrepreneurial intention. Specifically, the impact of entrepreneurial self-efficacy on entrepreneurial intention is greater in promotion-focused students than in prevention-focused students. The results highlight the need for education methodology that enhances students' entrepreneurial self-efficacy and specialized entrepreneurship education for prevention-focused students.

• Industry Promotion Research
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• v.9 no.2
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• pp.185-195
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• 2024

This study examines the factors influencing college students' entrepreneurial intentions in the rural entrepreneurial environment of colleges, considering the role of entrepreneurial learning as a mediator. It analyzes four key environmental dimensions: policies and regulations, entrepreneurship education, financial support, and social culture. A survey of 5 30 college students in Zhejiang Province revealed that the college entrepreneurial environment favorably impacts entrepreneurial learning and rural entrepreneurial intentions. Based on these findings, practical measures are proposed to enhance students' intentions, emphasizing personal practice, university leadership, and government support. These efforts can optimize the college entrepreneurial environment and foster higher entrepreneurial intentions among students.

• The Journal of Asian Finance, Economics and Business
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• v.5 no.1
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• pp.63-72
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• 2018

Social entrepreneurship is increasingly gaining interest in developing countries for the great benefits of society. In Vietnam, the concept of social entrepreneurship is still quite new. Entrepreneurial intention is regarded as a useful and practial approach for understanding actual entrepreneurial behavior. The purpose of this paper is to develop an integrated model based on planned behavior to examine the direct and indirect effect of perceived access to finance on social entrepreneurial intention. The confirm factor analysis to study the latent constructs underlying determinants of planned behavioral theory, perceived access to finance and social entrepreneurial intention. Then, it applies the technique of structural equation modeling to explore relationships among latent constructs. There is no direct relationship between perceived access to finance and social entrepreneurial intention. Perceived access to finance only indirectly increases entrepreneurial intention through attitude towards behavior and perceived behavioral. This study focuses on the perceptual factor of financial access that affects entrepreneurial intentions. The study does not cover other in-depth issues of social entrepreneurship such as decision making, leadership, personality traits, social capital, and human capital. To establish an environment with a strong social entrepreneurial intention, a focus on developing perceived access to finance is an extremely important factor. This study also suggests that attitude towards behavior and perceived behavioral have a strong impact to social entrepreneurship.