• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.13 no.6
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• pp.75-87
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• 2018

This study is to identify the structural relationships among undergraduates' individual characteristics(need for achievement, risk-taking propensity), startup education, startup-relevant knowledge and the entrepreneurial intentions. The mediating variables examined were startup education and startup-relevant knowledge. In results, the higher need for achievement the undergraduates get, as the individual characteristics of college students, the more active the entrepreneurial education is to receive. Students with a risk-taking propensity have a positive influence on their knowledge of entrepreneurship and expect to acquire any knowledge of entrepreneurship even if they are not actively receiving entrepreneurial education. However, risk-taking propensity showed that entrepreneurship education and need for achievement had no effect on entrepreneurial knowledge. On the other hand, entrepreneurship education itself shows that it can be a driving force to promote entrepreneurship. In addition, since entrepreneurship education positively affects the entrepreneurial will with the knowledge of entrepreneurship as a parameter, it is necessary for the students to increase entrepreneurial will by getting entrepreneurship education and improving the knowledge about entrepreneurship. In order to do this, the school should formalize regular business start-up education and acquire business startup-relevant knowledge. Therefore, although the individual characteristics of college students influence the will to start a business, it is necessary to find out the will and opportunity of the startup by implementing and acquiring the startup education and startup-relevant knowledge. In this study, some of the universities in the specific area have been studying on the startup education. However, the future study should be conducted on the schools that have startup education nationwide.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.13 no.4
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• pp.49-58
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• 2018

In recent years, various studies have been carried out on various types of entrepreneurship and comparative activities according to policy efforts and support such as the activation of a bachelor's degree in the establishment of a university, and attention has been paid to the fact that the participation and the educational effect of the students may be different depending on the type. The purpose of this study is to investigate entrepreneurial motivation, entrepreneurship, and entrepreneurial intention in the case of experiential entrepreneurship class focusing on the theoretical-oriented general entrepreneurship class, And the effect of entrepreneurship on entrepreneurial intention. The data were collected and empirical analysis was conducted to compare the difference between the two groups. The results of this study are as follows: First, out of the motivation factors of entrepreneurs, entrepreneurship education, achievement desire, human network, self - esteem, etc. We can confirm that the motivation of entrepreneurs is recognized more greatly. Second, the entrepreneurship factor was not significantly different from the perception between experiential entrepreneurship lecture and theoretical entrepreneurship learner. Third, experiential entrepreneurship learner perceived more willingness to start business than theoretical entrepreneurship learner. Finally, among the entrepreneurship motivation factors, among the entrepreneurship education, achievement desire and entrepreneurship factor, the risk sensitivity affects the entrepreneurial will. This study suggests that the direction of entrepreneurial education focused on quantitative expansion and the creation of qualitative effects of entrepreneurship education are needed. In the future, it will provide policy implications for revitalizing experiential entrepreneurship education In addition, it can contribute to the diffusion of research on the effect of entrepreneurship education.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.12 no.2
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• pp.95-103
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• 2017

In this study, explored how university entrepreneurial education service quality affects Satisfaction of Entrepreneurship education and entrepreneurial intention. Real-Time Entrepreneurship Education is being Promoted through Professional Entrepreneur in the field of Entrepreneurship Education. It is necessary to study the ways of establishment of university Entrepreneurship through Ground Theory. on the basis of previous studies, three factors were university entrepreneurial education service quality : materiality, consensual, differentiation. First, in this study is university entrepreneurial education service quality(materiality, consensual, differentiation) of entrepreneurial education specialist utilization was evaluated on the survey results. Second, in this on the influence of Satisfaction of Entrepreneurship education of entrepreneurial intention. Third, regarding how university entrepreneurial education service quality affects the entrepreneurial intention, this study was intended to verify the mediating effects of entrepreneurial education specialist utilization. First, This study on the influence that materiality, consensual, differentiation of Satisfaction of Entrepreneurship education. Second, entrepreneurial Satisfaction of Entrepreneurship education have an effect on the entrepreneurial intention. Third, This study on the influence consensual, differentiation has been verified to have mediating effects of entrepreneurial intention of Satisfaction of Entrepreneurship education. materiality, entrepreneurial intention of entrepreneurial education specialist utilization has no mediating effect. This result, It was found that the practical education related to entrepreneurship contributed to the revitalization of the university, such as the interest for the students and the educational goal for the entrepreneurship rather than the convenience facilities and establishment of good environment for entrepreneurship education. factors for Satisfaction of Entrepreneurship education were found that consensual and differentiation on entrepreneurial intention. For this study, question and result of the study were obtained for the students who start-up course of K engineering university.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.14 no.2
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• pp.211-220
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• 2019

Role model has received remarkable attentions in entrepreneurship literature over long time but majority of studies were conducted in western context. As an explorative study, this paper attempted to replicate the effect of role model in eastern context based on the discussions in the literature, using total 440 samples made of Korean and Chinese university students. This study examined the impact and effectiveness of role model on promoting entrepreneurship of university students, considering the main stream of entrepreneurship study has been concentrated on the effect of entrepreneurial education. Our findings presented that role model had a positive impact on both entrepreneurial self-efficacy and entrepreneurial intention of Korean and Chinese university students. Also, entrepreneurial self-efficacy had a significant and positive relationship with entrepreneurial intention of university students. The result of this study implies that role model need to be factored into entrepreneurship education curriculum in order to make it more effective and powerful promotional and educational tool for young university students. Theoretical and practical implications were presented based on the findings of this study.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.15 no.5
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• pp.51-63
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• 2020

In this study, the objective of the study was to verify how college students' entourage and transformational leadership can affect employment and entrepreneurship perception. In addition, with the coronavirus infection, which has a widespread global impact over the past few months, we want to see how the social issue of pandemic affects the personal characteristics of college students and their perceptions of employment and entrepreneurship. Research Results University students with high entrepreneurship and transformational leadership perceived the social issue of the Corona 19 pandemic as a crisis, which is comparable to the economic crisis, and rather than cringe, adapting to the shift of a new paradigm, new job opportunities or opportunities for entrepreneurship It was found to be an opportunity to recognize as. As the untact society is expected to become a new normal, securing new employment and entrepreneurship opportunities is emerging as an important factor through cultivation of entrustment and transformational leadership. The results of this study are based on the need for practical education on entrepreneurship and transformational leadership, such as creating a business model to strengthen the ability to'explore opportunities' to explore opportunities in crisis for potential entrepreneurs and college students with potential employment potential. Is suggesting.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.17 no.4
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• pp.127-142
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• 2022

According to social change, entrepreneurship education at university is drawing attention as a means to cultivate convergent creative competency required by the times. Currently, the number of entrepreneurship education at university is increasing every year, and quantitative expansion is taking place, but quality advancement of education remains a task. In this context, this study conducted an action research with the aim of revitalizing entrepreneurship education and upgrading quality, and developing a entrepreneurship education program suitable for general elective courses operated by universities. In the process of the study, first, through literature analysis related to entrepreneurship education at university, educational contents and teaching methods of entrepreneurship education were confirmed. Based on this, the IPA analysis was used to analyze the educational needs of students for entrepreneurship education contents and design a program that reflects this. The designed program was applied and operated to the entrepreneurship education of A University, and improvements were derived and improved by analyzing the opinions of learners in the action research process. The entrepreneurship education program developed through this study was composed as follows. The necessity of entrepreneurship education at the beginning of the lecture is sufficiently presented, and the knowledge necessary for start-up, including idea discovery and business model design, is delivered through theoretical lectures by teacher-centered method. In the second half of the lecture, students with similar interests are gathered into teams and learner-centered practical activities are operated. The contents of the activities include information on idea discovery, business model design, business plan and pitching. Practical activities for each team are conducted during class hours, and the professor advice on difficulties for each team.

• Asia-Pacific Journal of Business
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• v.10 no.3
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• pp.113-124
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• 2019

With the decline in the college student population and the increase in the youth unemployment rate, the university began to be interested in starting a business. Under the initiative of the government, the start-up support project was reflected in the university's educational programs, which led to the university students receiving various start-up support benefits. In response to the expansion of entrepreneurship education, various entrepreneurship education programs and support programs were applied in line with the government's efforts to start college students. As a result, students' entrepreneurial competence and willingness to start up increased. College student entrepreneurs and entrepreneurs are increasing. The increase of university student start-up companies is taking place in the entrepreneurial education environment within the university, and the support of university, community, and start-up support institutions for university student start-up, the starting point of the start-up ecosystem, is paying off. It can be seen that the youth entrepreneurship ecosystem based on university entrepreneurship education is in place. The university supports the entire business process from idea development, such as start-up classes, start-up club support, patent application support, prototype development support, and investment linkage. However, there is a university that develops and operates a unique program for each school and a university that does not. Therefore, it is necessary to develop an education program that can produce efficient results. The purpose of this study is to support the start-up program of the university to be the consumer-centered start-up support.

• Journal of the Korea Society of Computer and Information
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• v.29 no.5
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• pp.165-175
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• 2024

In this paper, the purpose of this study was to analyze various information related to the government's youth entrepreneurship support policy, propose a customized entrepreneurship promotion strategy for college students majoring in sports, and increase their entrepreneurship efficacy. Through this, the aim was to increase the entrepreneurship efficacy of sports majors. Firstly, a literature study was conducted, and secondly, alternatives for promoting entrepreneurship among college students majoring in sports were analyzed based on expert interviews. Therefore, the following suggestions were made. 1. Recognizing the added value and individuality of the sports field in startup policy. 2. Creation of a start-up network and platform for sports majors to start a business. 3. Sports start-up space composition. 4. Organizing and supporting start-up clubs. 5. Activating entrepreneurship education and competitions in capstone design and employment seminar subjects. 6. Increasing start-up efficacy through start-up mentoring.

• Journal of Digital Convergence
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• v.15 no.6
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• pp.179-187
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• 2017

The purpose of this study is to analyze the effects of entrepreneurship education and individual environmental factor on university student's career decision self-efficacy. A total of 346 university students responded to the survey and the data was analyzed using SPSS 18.0. To test the hypotheses of this study, correlation analysis and regression analysis were conducted. The results of this study showed that entrepreneurship education, role model, family entrepreneurial experience and career preparation behavior were positively related to career decision self-efficacy. While gender were not positively related to career decision self-efficacy. This study reconfirms the importance and change of recognition of university entrepreneurship education for enhancing decision-making self-efficacy as well as the importance of career preparation behavior, role model and family entrepreneurial experience that have a significant effect on career decision of university students.

• Management & Information Systems Review
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• v.38 no.3
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• pp.171-186
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• 2019

The purpose of this study is to identify the effects of entrepreneurship on entrepreneurial efficacy and entrepreneurial intention, and to provide implications for analyzing mediating effects of career decision self-efficacy in bilateral relations. The data were collected from entrepreneurship, entrepreneurship students, and, and 220 students were surveyed. For the empirical analysis, frequency analysis, factor analysis, reliability verification, correlation analysis, and multiple regression analysis were performed using SPSSWIN 21.0. The specific analysis results are as follows. First, in the relationship between entrepreneurship and career decision-making self-efficacy, entrepreneurship has a significant effect on career decision-making self-efficacy. Second, in the relationship between entrepreneurship, entrepreneurship efficacy, and intention of entrepreneurship, entrepreneurship has significant influence on entrepreneurship efficacy and entrepreneurship intention. Third, the mediating effect analysis of career decision self-efficacy in the relationship between entrepreneurship, entrepreneurial efficacy, and entrepreneurship intention showed that all mediated effects were significant. The results of this study should be achieved through a convergence curriculum in which entrepreneurship education and career education can be considered at the entrepreneurial education stage in order to enhance entrepreneurship and intention to influence entrepreneurship and career choice. Practical implications were suggested for more effective education.