• The Korean Journal of Franchise Management
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• v.8 no.2
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• pp.25-36
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• 2017

Purpose - Recently, entrepreneurship education has been revitalized with interest in entrepreneurship. Entrepreneurship education is an educational service activity that is provided for entrepreneurship and individual start-up success within a certain period of time. According to previous studies on entrepreneurship and entrepreneurship, the satisfaction of entrepreneurship education affects entrepreneurship and as a result increases entrepreneurship. In recent years, the number of female entrepreneurs has also increased as the number of entrepreneurial issues has increased. Based on previous studies, this research proposed the theoretical framework about the structural relationships among mentoring quality (career development, psychological social, role modeling), education satisfaction, recommendation intention and entrepreneurial intention. This study is to find out the possibility of attempting to create a theoretical basis for entrepreneurial mentoring education in entrepreneurship education program. Research design, data, and methodology - In this model, mentoring quality consists of three sub-dimensions such as career development, psychological social, and role modeling. In order to test research model and hypotheses, the data were collected from 203 female college students who participated in entrepreneurial education. The data were analyzed using frequency analysis, confirmatory factor analysis, correlation analysis, and structural equational modeling with SPSS 24.0 and SmartPLS 3.0 statistical program. Result - The results of the study are as follows. First, role modeling has a positive effect on recommendation intention and entrepreneurial intention. Second, career development has a strong negative effect on the entrepreneurial intention. Third, career development and role modeling had a positive effect on educational satisfaction, and educational satisfaction had positive influence on recommendation intention and entrepreneurial intention. Conclusions - As women's social advancement becomes more active, start-up support programs including entrepreneurship mentoring are increasing. The results of this study suggest how to use the mentoring program mix and how to allocate the resources for the education program when the entrepreneurial education manager plans and executes the mentoring education program. For example, this study shows that career development and role modeling enhance educational satisfaction, and in turn increase recommendation intention and entrepreneurial intention. This means that entrepreneurship education should consist of contents that include career development functions such as sponsorship, guidance, protection, and provision of challenging work. In addition, the findings of this study indicate that mentors should perform the function of allowing the participants to have confidence and professional thinking ability at the time of start up based on their experiences.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.11 no.6
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• pp.131-142
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• 2016

Since global circumstances have become competitive, entrepreneurship has been regarded as the most important factors in economic revitalization not only in korea but also internationally. According to these changes, public entrepreneurship education has been started from the year of 2004 establishing Entrepreneurial Graduate School as a part of governmental plan. Although entrepreneurship education history is not long enough in korea, but the need for entrepreneurship education in social is now going ahead of the public education systems such as universities and graduate schools. Therefore, this study is conducted for the purpose of drawing the subject frame for systematized integration curriculum of entrepreneurship education through evaluating the importance of the subjects by Analytic Hierarchy Process analysis after being composed of 6 modularity in the Entrepreneurship subjects. This was structured based on studying the current status for entrepreneurship education in domestic universities and graduate schools. The research findings under the condition of Judgement consistency ratio 0.1 are as follows. The most important factors are in order as following; "Entrepreneurial Issues for Fund"(.242), "Entrepreneurship Plan"(.195), "Entrepreneurship & Entrepreneurship mindset"(.161), "Entrepreneurial Issues for Growth & Development"(.160), "Management Skill & Strategy"(.150), and "Special Entrepreneurship"(.093). Then, these findings also represent subfactors as well. The results of this study provide the practical guidelines where the curriculums needed for the entrepreneurship education at graduate schools by suggesting consistency for the systematic and comprehensive curriculum design. It was reflected the survey result from the graduate students taking the entrepreneurship subjects. Therefore, it will contribute the foundation of the present curriculum of Entrepreneurial Graduate School.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.11 no.4
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• pp.17-25
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• 2016

This research paper aims to provide valuable data to the policy makers in establishing business activation plan through improving university students'entrepreneurial intention by carrying out international comparison research regarding the social environmental factors that influences entrepreneurial intention. There have been multiple researches on personal traits that affect entrepreneurial intention in the past, but this paper examines the social environmental factors that impact entrepreneurial intention. The result of this study is as follows. First, university's assistive activity for entrepreneurship, successful entrepreneurial role model, and business market scale has positive effect on entrepreneurial intention, while government assistive policies for entrepreneurship has no direct effect on entrepreneurial intention. Second, there were some differences of entrepreneurial intention in demographic characteristics. The mean of entrepreneurial intention was highest in Chinese students. Students who have ever started their own business were highest in total mean comparison of entrepreneurial intention. Also entrepreneurial intention mean was higher in men generally. Beside, discussion is made on the implication of the study, the limitations of the study, and some directions for future studies.

• Journal of Convergence for Information Technology
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• v.9 no.6
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• pp.164-174
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• 2019

This study aimed to analyze the effectiveness of the experiences of the global start-up education program. With 10 study subjects selected from 'Eklya Global Entrepreneurship Camp' among global education programs in K University, pre- and post-survey and FGI were conducted. The collected surveys were analyzed by SPSS (24.0) and FGI. The results of this study are as follows: First, According to a comparison of the average score of the global start-up education program experience pre-post, 3.1 points showed that the program affected students' start-ups. Second, in the interviews conducted after the program participation, it was shown that detailed planning for their global start-ups, systematic education on finance, improved self-confidence for start-ups, and discussion-based education influenced their start-ups. Finally, this study expects that the comparative analysis of the college students participating in entrepreneurship education would lay the basis for more effective global entrepreneurship education in the future.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.9 no.6
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• pp.65-77
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• 2014

A consistent agreement has been made among researchers with regards to entrepreneurship as a critical determinant in fostering and promoting start-up new businesses. Many prior studies claim that entrepreneurial education plays a significant role in facilitating and enforcing entrepreneurship among people, and consequently it leads to active creation of new businesses. This study examines practical effectiveness of entrepreneurial education being provided by universities for university students. The findings of the study are summarized as followings. The effect of entrepreneurial education was significantly influencing on entrepreneurial intention of university students. It also turned out entrepreneurial education delivered a significant effect on forming both entrepreneurial motivation and self-efficacy of university students. Mediating effect was appeared partially over the path between entrepreneurial education and entrepreneurial intention by self-efficacy and entrepreneurial motivation. Discussion and practical implication on the findings are addressed and provided.

• Journal of The Korean Association of Information Education
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• v.23 no.1
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• pp.55-64
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• 2019

Recently, entrepreneurship education has been emphasized in order to bring creative innovation to the fourth industrial revolution era. The purpose of this study is to suggest methods to promote practice by developing an educational program based on the maker education model to foster entrepreneurship of adolescents proposed in the previous study. For this purpose, we developed two kinds of programs and materials according to the subject and the level for the 3rd grader in middle school and first grader in high school. The final output was composed of the workbook for students, the guidebook for teachers, the PPT, and the worksheet for a team activity. The pilot workshop of the developed program was conducted for 14 middle school students. The final program was developed after being received advisories by three experts. This study is meaningful in that it can contribute to foster entrepreneurship education in the field by proposing specific programs required for practicing maker education for entrepreneurship.

• Journal of the Korea Convergence Society
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• v.8 no.7
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• pp.253-264
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• 2017

The advent of the $4^{th}$ industrial Revolution requires entrepreneurship to the student as one able to produce creative solutions of complex problems embedded in society with active engagement. Maker Education indicates a new educational approach in which students produce a tangible output as a concrete solution to their problems, experiencing spirits of productive failure, sharing and openness with others during the process due to its educational values and effects which are well-matched with entrepreneurship. This study, in this context, aimed to verify the effect of the maker education in the sense of cultivating entrepreneurship: For this purpose, this study conducted a case study of Maker Education to 56 university students during 7 weeks (14 hours) in K university. The results based upon data analysis collected from reflective journals and interviews showed attitude change of the students in terms of entrepreneurship characterized as self-directedness, risk-taking, and creativity. For more active practices of Maker Education in higher education, both instructors' role as the facilitator, and easily and freely accessible Maker Space should be considered.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.12 no.6
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• pp.25-39
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• 2017

The role of traditional universities has been emphasized as a career path to advance into society. Recently, it has become a new paradigm of university education by emphasizing entrepreneurship as a career aspect. While entrepreneurship education is constantly expanding for college students, relatively few young people choose to start their own business. Despite the fact that the government is continuing to expand the university's entrepreneurship education, there are very few achievements that lead to actual entrepreneurship and student start-up There is still a lack of research on ways to cultivate creative talents and increase practical entrepreneurial intention. The results of this study are as follows: First, the effects of creativity competency education on self-efficacy and entrepreneurial intention were analyzed. The effect of self-efficacy on the entrepreneurial intention. Finally This study examined the effects of social support (parent support) between self-efficacy and entrepreneurial intention. This study used 393 samples in August 2016 for university students who received entrepreneurship education. The results showed that 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 entrepreneurial intention. On the other hand, the ability to communicate in a collaborative manner has no direct effect on the entrepreneurial intention. In addition, self-efficacy has a positive effect on the entrepreneurial intention. Finally, the adjustment effect of social support (parent support) between self-efficacy and entrepreneurial intention has no effect. The implications of this study are empirically verified the effectiveness of creativity capacity through entrepreneurship education and the result of meaningful research that the social support through cooperation of parents is indispensable in order to increase the actual starting will of college students. Therefore, universities need to establish entrepreneurship education programs for their parents in order to increase the willingness of college students to start-up. This study can be used as a meaningful basic data for establishing policy for student start - up and suggesting the right direction of entrepreneurship education.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.11 no.1
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• pp.65-74
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• 2016

Recently our government has presented the realization of 'Creative Economy' as a primary goal of the state administration through encouraging start-ups and ventures. Activation of entrepreneurship education is an important task for a national job creation and entrepreneurship activation policy. Since 2012, as a mid and long term project, the Korea Ministry of Education has led to activate creative entrepreneurship, entrepreneurship education and entrepreneurial culture within university by installing entrepreneurship centers respectively in 61 universities. In this study, we provide future entrepreneurship improvement subject and policy implication through the case analysis of entrepreneurship center operation and management. In order to achieve the research purpose, we will examine the program and condition of successful entrepreneurship centers in overseas universities and explore the factors that can enhance domestic entrepreneurship center development and operational effectiveness by analyzing 61 university-entrepreneurship center survey. First, primary research was conducted through survey focusing on organization and operation of centers, entrepreneurship education, startup support for students and entrepreneurship culture activation to proceed with comparative analysis. Through this case study, we expect to be able to derive policy implications for the effective operation of entrepreneurship center and the nurture of creative entrepreneurial young generation.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.10 no.1
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• pp.111-118
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• 2015

Students have chosen the various behaviors to prepare for the future during the university life. In general to be employed by someone and to create one's own business is likely to be regarded as difference ways. The objectives of this study is to find that whether student's planned behaviors such as albeit, internship, getting some certification are to be related with entrepreneurial intention, and entrepreneurial intention has positive relation with entrepreneurial decision makings based on theory of Planned behaviors through empirical study. In order for that, this study sets four research hypothesis. In the empirical findings, 3 research hypothesis except H2 (subjective norms have positive relations with entrepreneurial intention) are accepted in statistically. Considering research findings, students' planned behaviors, such as albeit, internship, getting some certifications to have been regards as far away from entrepreneurship have positive relation with entrepreneurial intention and implementation. Entrepreneurship education and knowledge regarding start-ups given by Universities or private institutions should provide information to create imagination new venture business with spontaneity instead of giving intented contents concerning entrepreneurship when taking into consideration of result of hypothesis 2. In order words, entrepreneurship education to provide the self-efficacy is the right track for students.