• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.15 no.6
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• pp.189-207
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• 2020

The government has achieved quantitative growth in university start-up education while supporting start-up education. However, it failed to systematize start-up education from an academic, policy, and practical perspective and to reveal the relationship between education and achievements in supporting start-ups. Therefore, there is a lack of interest and effort to promote effective education. In Europe, in-depth research has already been done over many years to establish an EntreComp system. Competences create values for others and attempt to apply them to education, viewing them as the people's lifelong competitiveness. On the other hand, it is urgent to improve the education system as domestic university start-up education is mainly focused on cultural level start-up skills and easy-to-access education from a business administration perspective. Based on this, the entrepreneurship competence-based start-up education system was designed. Next, eight EntreComp frames were drawn for university students through the Focus Group Interview (FGI) and Delphi survey methods, as well as domestic and international prior studies on EntreComp. In 2018, 919 start-up education programs of 42 start-up leading universities were conducted to derive the status of education by EntreComp. Prior studies of 25 entrepreneurship competences, including data from Bacigalupo et al.(2016), which studied EntreComp in the EU, were investigated and reflected the frequency of research and the importance of education and start-up perspectives. Based on the purpose of the university start-up education presented in this study, the entrepreneurship competence frame consisting of a total of eight, including spotting opportunities, value creation, self improvement, mobilising resources, technology application, strategic management, relationship, and learning through experience, was derived through expert verification. It also investigated the current status of education by competence, the degree of reflection of competence education, and the relationship with the results of support for start-ups that reflect the number of students enrolled in each university. Through this, it was suggested that future start-up education at universities could be improved from the EntreComp perspective. It has a differentiation in research in that it conducted a thorough survey using the data on start-up courses operated by leading startup universities for a certain period. However, it is difficult to generalize because the number of samples of leading startup universities is limited. Nevertheless, this study proposes the educational goal of advancing university start-up education from the perspective of entrepreneurial competence, cultivating future required competences, and fostering entrepreneurial talents that create value for others. In addition, it is meaningful in that it presents a clear direction for subsequent research by preparing a framework for research from a more essential perspective on the entrepreneurship competence frame.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.12 no.2
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• pp.13-20
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• 2017

In recent years, various types of entrepreneurship education have been taking place in universities due to governmental policy support. The number of entrepreneurship education in universities has increased in quantity, and the interest in realistic entrepreneurship education and improvement measures has been increasing. Based on previous research on the effects of entrepreneurship education, this study examined the effects of entrepreneurial competence and entrepreneurial activity on entrepreneurial activities such as entrepreneurship lectures, entrepreneurship lectures, camps, entrepreneurial club activities, Attitudes and willingness to start university. As a result, First, various types of entrepreneurship education in universities have positive effects on entrepreneurial competence and entrepreneurial attitude. Second, it is analyzed that entrepreneurship education has a positive positive effect on the willingness of university students to start. In addition, it was analyzed that the entrepreneurial capacity and entrepreneurial attitude of individual college students through entrepreneurship education positively influenced the entrepreneurial will. This study emphasizes that the increasing number of entrepreneurship education in the university has a positive effect on the development of potential entrepreneurs and the will of entrepreneurship. Thus, it provides practical implications for expanding various entrepreneurship education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.12
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• pp.689-698
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• 2019

The purpose of this study was to develop methods to practice and revitalize entrepreneurship education at vocational high schools. To achieve this goal, we analyzed the vocational high school program as well as effective entrepreneurship education programs at vocational high schools. In addition, FGI (Focus Group Interview) was conducted to determine strategies for developing entrepreneurship education at vocational high schools. The results were as follows. First, curriculum formation was found to important for vitalizing entrepreneurship education at vocational high schools. It is necessary to develop vocational high schools to account for the 4th Industrial Revolution as well as develop students' competence in entrepreneurship as the basis for the curriculum. Second, the operational aspect of the entrepreneurship education curriculum must be considered. Entrepreneurship education linked to regular curriculum is needed. Third, the competence of school members is an important factor for the efficient operation of vocational high school entrepreneurship education. Fourth, entrepreneurship education can consist of various educational activities through connection with the school and community. Based on these results, operating vocational high school entrepreneurship education will enable practical and dynamic entrepreneurship education at vocational high schools.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.10 no.5
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• pp.15-26
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• 2015

Overall, college students tend to be immersed in the relatively safe employment, such as civil servants or public sector than start one's own business due to the lack of entrepreneurial spirit which made the great success in order to take the risk and innovative challenge. In this study, relationship between pre-founder of college students' self-determination, entrepreneurship, entrepreneurial intentions are to be determined. As a result, the implications were derived in order to make pre-founder various ways of career decision beside employment. Therefore start-up training courses was verified by moderating effects. The results are first, high self-determination(Autonomy, Efficacy) of the pre-founder made positive impact on entrepreneurial intention. Second, high self-determination(Autonomy, Efficacy) of the pre-founder made positive impact on entrepreneurship. Third, entrepreneurship of the pre-founder made positive impact on entrepreneurial intention. Fourth, entrepreneurship was carried out a full mediating role in the relationship between self-determination and entrepreneurial intention. Finally, Pre-founder group who have taken entrepreneurship education have showed a positive relationship between high self-determination(Autonomy, Competence, Relationship) and entrepreneurial intention. Based on these results, especially pre-founders, in order to improve the willingness of university students entrepreneurship, highly motivated intrinsic motivation is needed to ensure the student's self-determination in University education. It looks that can be achieved through the strengthening of entrepreneurship education for autonomy, competence, efficacy improvement.

• Educational Technology International
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• v.25 no.1
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• pp.93-127
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• 2024

This study evaluates the effect of structured debriefing for a business simulation game for university students. The program provides an authentic learning experience of real-world business management by allowing learners to make decisions related to R&D, marketing, production, and finance through a business simulation game, and check the results in real time. In 2022, University A and B each ran a business simulation game-based program as an extra-curricular activity. University A conducted a traditional instructor-led debriefing where the instructor explained the summarized process and results, while University B implemented a structured debriefing which had been developed based on Gibbs' and 3D models. To assess the effect of the structured debriefing compared to the traditional instructor-led debriefing, business knowledge and entrepreneurship competencies were measured three times. Repeated measures ANOVA was used to test for the differences between the two groups and to examine interaction effects between group and time. The structured debriefing group achieved statistically significantly higher academic scores than the traditional instructor-led debriefing group at the post-test and in 2 weeks. There was no statistically significant difference between the groups in terms of entrepreneurship competencies. There was no interaction effect between group and time, both in academic achievement and in entrepreneurship competencies. In conclusion, the simulation game-based program integrated with the structured debriefing session is more likely to have a stronger impact on academic achievement and its retention.

• 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.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.12 no.5
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• pp.101-115
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• 2017

This study analyzed the effects of social support on entrepreneurial opportunity competence for Baby boomer (born in 1955-1963), focusing on mediating effect of entrepreneurial self-efficacy. The governmental start-up policy and entrepreneurship education are mostly conducted for the college students and young generation mainly through such programs as the youth start-up school. In addition, studies on the effects of social support and institutional support on the entrepreneurial intention of young generation entrepreneurs are being actively pursued. Meanwhile, the study for baby boomers is on the welfare side mainly. Although they are starting to make their living-based business without prior careful preparation for their livelihood after retirement, while there is little study on the effect of social support for this baby boomer on entrepreneurial opportunity competence needed for opportunistic entrepreneurship. Therefore, in this study, in order to investigate the effect of social support on Baby boomer's entrepreneurial opportunity competence, an empirical analysis of the 387 questionnaires collected by the baby boomers living in Seoul and Gyeonggi provinces were conducted. As a result of analysis, First, Social support has a significant effect on both Opportunity recognition and Opportunity assessment of entrepreneurial opportunity competence. Second, In the effects of social support on self-efficacy were found to be significant in Emotional and Instrument support only on Self-confidence, In Emotional support and Feedback support only on Self-regulated efficacy & Emotional support and Instrument support only on Goal challenge were found to be a significant effect. Third, Self-regulated efficacy and Goal challenge in the Entrepreneurial self-efficacy on Entrepreneurial opportunity recognition were found to be a significant effect. All Self-confidence, Self-regulated efficacy & Goal challenge in the Entrepreneurial self-efficacy on Entrepreneurial opportunity assessment were found to be a significant effect. Fourth, Indirect effect of social support on entrepreneurial opportunity competence mediated by Entrepreneurial self-efficacy was found to be partially significant.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.11 no.1
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• pp.39-47
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• 2016

Younger starters to be ready on the entrepreneurial performance and raising and producing potential creative person who demonstrates entrepreneurial spirit are not only important factor for added value creation along with national growth but also economic development to join the ranks of advanced countries. Thereby, a lots of interests and supports are focused in entrepreneurship and the startup activities. However, to create business achievement, we should nurture successful entrepreneurship based on using infrastructure in entrepreneurial ecosystem induced by aggressive investments and supports of the policy. Therefore, this study is empirical test of 203 young CEO of techniques which possibly create added value and national development, inventive type in knowledge service and opportunity type. Research finding is that entrepreneurship and entrepreneurial preparation have meaningful effects on the performance and the ready state. Entrepreneurship has no direct effects on entrepreneurial infra system. Entrepreneurial preparation has meaningful effects on entrepreneurial infra system. We induced that it is hard to earn business achievement by only using entrepreneurial infra system in that entrepreneurial infra system has no effect on business achievement. Lastly, entrepreneurship infra system has no relationship as mediating effects with effects of entrepreneurship on business achievement in mediating effect test. While young CEOs with entrepreneurship create business achievement without using entrepreneurship infra, entrepreneurship infra has relationship as mediating effect with effect of entrepreneurial preparation on business achievement. Namely, we induced the result that using entrepreneurship infra aggressively improve achievement in entrepreneurial preparation. Through this study, we need entrepreneurship education for young CEOs and effort to develop entrepreneur's competence to improve achievement and we concluded that approaching systematically in entrepreneurial preparation and using various entrepreneurship infra aggressively are important factors to improve achievement.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.2
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• pp.452-466
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• 2015

The study analyzed the result of a survey on educational programs after the provision of professional development education in textile-based industries, with the aim of suggesting a method of evaluating professional development education, by shedding new light on the educational contents and environment required by industries and on the components required to strengthen competence based on an evaluation of the outcomes of such educational programs. Methods of analysis included frequency & average analysis, ANOVA and portfolio analysis, and a questionnaire containing seven questions on satisfaction with 'educational contents,' six questions on satisfaction with 'educational environment,' three questions on educational effect and questions on overall satisfaction with education was used as an analysis tool. Data used in the analysis was obtained through a survey of the attendants of lectures given from January 2014 to September 2014, and the respondents included 30 persons enrolled in CEO courses, 167 persons enrolled in employment courses and 101 persons enrolled in employment & start-up business courses. The results of the research are as follows. 1. Looking at frequency distribution by educational course, it was shown, from highest to lowest, to be Incumbent Courses (167 persons, 56%), Employment & Start-up Courses (101 persons, 33.9%) and CEO Courses (30 persons, 10.1%). Looking at average analysis by question, the value of most questions on Employment & Start-up Courses turned out to be lower than Employment Courses and CEO Courses. 2. Through a variance analysis on questions related to educational courses (Employment & Start-up Course, Incumbent Course & CEO Course) and post-verification, it turned out that Employment Course is in the same group as the CEO Course in most questions, and that Employment & Start-up Course was a separate group. 3. Overall satisfaction with education turned out to be as high, at 4.1 out of 5. 4. Through a portfolio analysis on educational courses, it was found that 'Overall Satisfaction with Educational Contents,' 'Usefulness of Educational Contents,' 'Overall Satisfaction with Educational Environment' and 'Quality and Ability of Instructors' were included in areas of recommendation.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.10 no.1
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• pp.129-141
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• 2015

The mentoring program, conducted as part of an entrepreneurship education program by the Business Incubator, has been acknowledged to help entrepreneurs feel less anxious and fearful of embarking on new business endeavors and the possibility of failure and gain a positive view toward starting new businesses. For this reason, the investment into and the contents of the program have been reinforced. Accordingly, this study aims to examine the effects of mentoring functions on the improvement of the entrepreneurial mindset of young entrepreneurs and verify the moderating effect of the start-up preparation period between the mentoring functions and start-up competence as a means to analyze the interaction effect of the business start-up preparation period between the mentoring functions and entrepreneurship. For the purpose of this study, the SPSS 18.0 statistical program was used to perform validity, reliability and hierarchical factor analyses of the survey data obtained from 156 subjects, who took part in the entrepreneurship mentoring program. The results of the analyses showed that the mentoring functions had a positive impact on the progressiveness and risk-taking aspects of entrepreneurship and a negative impact on innovativeness. On the other hand, the business start-up preparation period had a significant moderating effect between the mentoring functions and the progressiveness and risk-taking aspects. Based on these results, it was deemed that while the mentoring functions efficiently improved the progressive and risk-taking characteristics of potential entrepreneurs, they were not efficient in improving their innovativeness. Also, the application of the entrepreneurship mentoring program according to the start-up preparation period had an interaction effect in which the progressiveness and risking-taking aspects of entrepreneurship were improved. Based on these findings, a proposal was made in regard to the development of a tailored mentoring program that reflects the various characteristics of the entrepreneurs and their start-up preparation periods as a means to improve their entrepreneurial mindset.