• 한국벤처창업학회:학술대회논문집
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• 2020.06a
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• pp.69-74
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• 2020

본 연구는 국내 앙트러프러너십 교육 연구의 역사와 흐름을 파악하고 국내 앙트러프러너십 교육의 문헌분석을 통해 교육의 성과를 분석하는 것을 목적으로 하고 있다. 국내의 앙트러프러너십 교육은 일반적으로 '기업가정신 교육'이나 '창업교육'과 같은 의미로 사용되고 있으며, 본 연구에서는 보다 정확한 의미전달을 위해 앙트러프러너십 교육으로 표기하였다. 국내 앙트러프러너십 교육에 대한 메타분석을 위해 2010년부터 가장 최근 논문인 2020년 5월까지의 논문을 수집하여 선별하고 분석하였으며, 한국학술지인용색인(KCI)에 공식적으로 등재된 학술지 1,662편중에서 최종적으로 27편을 선정하여 분석하였다. 국내 학술지 논문을 수집하기 위해 KCI(한국학술지인용색인), DBpia(누리미디어), KISTI(NDSL), eArticle(학술교육원), KISS(한국학술정보), 교보문고(스콜라), RISS(한국교육학술정보원), 코리아스콜라의 데이터베이스를 활용하였다. 주요 검색어로는 앙트러프러너십 교육, 창업교육, 창업의지, 커리큘럼, 창업교육 성과, 기업가정신, 메타분석, entrepreneurship education, entrepreneurship intention, entrepreneurship curriculum, meta 등의 키워드를 혼합하여 사용하였다. 본 연구는 메타분석을 사용하여 앙트러프러너십 교육의 성과를 어떠한 조건에서 관계가 더 효과적이거나 덜 효과적인지에 대해 증거기반으로 다양한 변인을 체계적으로 분석하였다. 본 연구는 국내 앙트러프러너십 교육과 관련된 실증연구들을 종합적으로 분석하여 앙트러프러너십 교육의 성과에 대하여 유일하게 진행하는 연구로서 의의를 가진다. 최근 들어 더 증가하고 있는 국내 앙트러프러너십 교육의 필요성을 재고하고 더 실제적인 효과와 교육 프로그램 개선에 기여할 수 있기를 기대한다.

• Proceedings of the KAIS Fall Conference
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• 2009.05a
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• pp.178-181
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• 2009

본 연구의 목적은 창업교육을 하나의 사회 시스템으로 인식하고 고등학교 창업교육부터 대학 및 대학원의 창업교육, 예비 창업자들에 대한 일반 창업교육까지를 연계한 체계적인 창업교육의 설계방향을 제시하는 것이다. 특히도 창업의 저변확대를 위해 가장 핵심적 영역인 대학 학부의 창업교과과정의 바람직한 설계방향을 제시하고자 한다. 이에 창업교육에 대한 학자들의 관점, 국내대학 창업교육의 현황, 국내외 대학원의 창업교육 현황 등의 검토내용을 기반으로 대학 학부의 창업교과과정을 공통기초과정과 전공선택과정으로 나누어 설계하는 방안을 제시했다. 아울러 전공선택과정은 전공영역(major area)과 집중영역(concentration area)으로 나누어 설계할 것을 제언한다.

• Journal of Families and Better Life
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• v.19 no.6
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• pp.129-143
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• 2001

The purpose of this study is to assert the necessity of family business education and suggest the family business education program. For this purpose, curricula of entrepreneurship program, family business program in business school and of extension center of college of human ecology are compared. Two programs in the former are on the basis of management curriculum. But family business program in business school focuses the system and characteristics of family business and is short term program compared with the entrepreneurship program emphasizes the new venture and is well-developed. And family business program in college of human ecology is not differentiated from that in business school. Through these analysis, this study suggests the program which considers the importance of the family function as well as the business function in family business. So, family business program contains following three courses; family resource management, business management and entrepreneur process.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.11 no.2
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• pp.35-48
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• 2016

Individual characteristics and entrepreneurship are important factors to determine entrepreneurial intentions. Despite this, little attention has been given to external factors, which effects to venture start-up decision. This study examines the relationship between individual characteristics and entrepreneurship by moderating effect of Hofstede's cultures dimensions theory. For this, 244 copies of the questionnaire were empirically analyzed. According to the results of analysis, internal locus of control, self-efficacy were found to have positive effects on autonomy, innovativeness, pro-activeness. In addition, uncertainty avoidance of Hofstede's cultures dimensions theory were found the moderating effects on entrepreneurship and entrepreneurial intentions. Therefore, this study suggests theoretical and practical implications, as below, according to the results. Firstly, pro-activeness take a important part on venture start-up. Thus, venture start-up institution and venture managers need to develop "venture education curriculum" that fostering the pro-activeness mind of entrepreneur. Secondly, In order to anticipate entrepreneurial intentions more precisely, analyzing the interaction between environmental variables and individual variables is desirable. Lastly, in the future study of entrepreneurship, the comprehensive analysis of correlation between the factors that including three factors of entrepreneurship is need to be conducted and more effective way of readdressing the entrepreneurship is necessary.

• Journal of Korean Home Economics Education Association
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• v.22 no.2
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• pp.115-131
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• 2010

The object of this study is to compare the cognitive differences between teenagers who are operating the internet shopping mall and those who are not operating to analyze the effect of the enterprise experience on the career maturity of teenager. And we are to present the operation methods of teenager entrepreneurship education at school by identifying the difficulties of teenager internet shopping malls and investigating demands of teenagers for the entrepreneurship education. The results of this study are as following. First, the internet shopping malls established by teenagers were mostly operated with small scale and capital dealt with clothing and fashion accessories. It is difficult for most of teenagers to inform the shopping malls and understand the flow of fashion and demands of consumers. They acquired the informations on enterprise using internet or acquaintances. This is because there are no professional teenager entrepreneurship education. And they chose the confidence and spirit of challenge which are mostly needed for success of the internet shopping malls. Therefore, they can acquire the confidence and spirit of challenge by effective entrepreneurship education on resource management, team management, business plan and marketing. Second, teenagers who are operating the internet shopping malls got higher scores on career maturity and degree of need in the entrepreneurship education than those who are not. Thus the expansion of the systemed and diversified entrepreneurship education at school is needed to increase business practice and entrepreneurship. Third, most teenagers wanted the entrepreneurship education at school. They preferred external lectures who can teach them with professional experiences and practical knowledges using discretional activity classes or club activity classes. Dividend classes of creative experience activities including career, voluntary and club activities are increased in 2009 revised education curriculum. Using these classes, it requires to operate the entrepreneurship education which make students decide their career themselves through concrete education and experience. Consequently, the expansion of the systemed and diversified teenager entrepreneurship education at school is needed using development of practical entrepreneurship education program, professional teacher training and revitalization of entrepreneurship club activities.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.19 no.2
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• pp.197-214
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• 2024

This study aimed to investigate students' perceptions at science and technology specialized universities towards entrepreneurship support policies and to derive policy improvement measures by applying a bottom-up approach to reflect the requirements of the policy beneficiaries, i.e., the students. Specifically, the research explored effective execution strategies for student entrepreneurship support policies through a survey and analysis of KAIST students. The findings revealed that KAIST students recognize the urgent need for improvement in sharing policy objectives with the student entrepreneurship field, reflecting the opinions of the campus entrepreneurship scene in policy formulation, and constructing an entrepreneurship-friendly academic system for nurturing student entrepreneurs. Additionally, there was a highlighted need for enhancement in the capacity of implementing agencies, as well as in marketing and market development capabilities, and organizational management and practical skills as entrepreneurs within the educational curriculum. Consequently, this study proposes the following improvement measures: First, it calls for enhanced transparency and accessibility of entrepreneurship support policies, ensuring students clearly understand policy objectives and can easily access information. Second, it advocates for student-centered policy development, where students' opinions are actively incorporated to devise customized policies that consider their needs and the actual entrepreneurship environment. Third, there is a demand for improving entrepreneurship-friendly academic systems, encouraging more active participation in entrepreneurship activities by adopting or refining academic policies that recognize entrepreneurship activities as credits or expand entrepreneurship-related courses. Based on these results, it is expected that this research will provide valuable foundational data to actively support student entrepreneurship in science and technology specialized universities, foster an entrepreneurial spirit, and contribute to the creation of an innovation-driven entrepreneurship ecosystem that contributes to technological innovation and social value creation.

• Journal of Arbitration Studies
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• v.30 no.3
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• pp.47-66
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• 2020

Due to the division of China's departmental laws, the disconnect between theory and practice, and the influence of traditional academic thinking on the understanding of the knowledge structure of arbitration legal talents in practice, the construction of law school colleges, teaching teams, and research centers mostly revolves around departmental laws, tearing the connection of the arbitration legal system. The student-centered, process-guaranteed, and result-oriented arbitration master of law training model is "virtualized," the shaping of arbitration professionalism is ignored, the coverage of practical teaching is narrowed, and the arbitration legal profession is mostly formalized. The prevalence of specialized curriculum systems shortage, single faculty, formalized practical teaching, outdated curriculum settings, unsuitable curriculum system design for development, and inaccurate professional curriculum standards and positioning renders it difficult to integrate the "Belt and Road." The cutting-edge, the latest research results, and practical experience cannot reflect the connotation, goals, and requirements of "Entrepreneurship" education, as well as arbitral issues such as the ineffective monitoring of practical education and the inconsistent evaluation of standards and scales. Under the background of the "Belt and Road," based on system theory and practice and through training goals that innovate and initiate organizational form, activity content, management characteristics, assessment and support conditions, etc., the arbitration law teaching curriculum system is gradually improved and integrated. Through the establishment of a "Belt and Road" arbitration case file database and other measures, a complete arbitration law theory and practice teaching guarantee system has been established. Third parties are introduced, arbitration law experimental modules are developed, students are guided how to discover new knowledge, new contents are mastered, solidarity, cooperation, and problem-solving capabilities are cultivated in the practice of the "Belt and Road," and quality education, vocational education, and innovation education are organically integrated. In order to implement the requirements of arbitration law education, innovation development and collaborative management of arbitration law teaching practice base should be cultivated, thus giving full play to the effect of collaborative education between universities and arbitration institutions.

• The Research Journal of the Costume Culture
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• v.28 no.4
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• pp.527-543
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• 2020

The aim of this study is develop a state-funded education and training curriculum to contribute to the development of the fashion industry infrastructure. This will be achieved based on the service sector by the competitive clothing sales personnel and fashion startups. The study was conducted using a qualitative research method. The participants were 20 representatives of fashion-related companies and employees from one traditional market and two fashion outlets in Seogu, Gwangju. Data was collected from September 2015 to January 2017 by demand surveys and in-depth interviews. These were conducted on the same day at each clothing store office. In addition, existing literature was also reviewed. The collected data were first summarized into 64 meaning units from which three themes were derived by arranging, classifying, and analyzing the data. The findings of the study are as follows. First, the education and training curriculum for fashion job creation is aimed at job-oriented field-types with the objective of cultivating professional skills for online to offline fashion professionals. Second, the curriculum for fashion advisors was developed to consisted of 8 courses of 150 hours, including job knowledge, a foreign language, fashion-specific knowledge, fashion marketing & VMD, store management know-how, clothing repair, field trip, and internship. Third, the curriculum for fashion entrepreneurs consisted of 8 courses of 106 hours, including entrepreneurship, fashion practice, startup, field trip, finance & taxation accounting, marketing, social enterprise course, and internship.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.25 no.11
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• pp.1642-1648
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• 2021

We analyzes representative technologies of IoT patents and reflects these results in the curriculum of IoT. In order to identify the representative technologies, the IPC codes of the patents were analyzed. Among the main category IPC codes, the most used IPC codes were H04L in Single IPC Patent with 974 cases(32.0%) and G06Q in Multiple IPC Patent with 710 cases(29.2%). As a result of classifying the IPC code into the WIPO technology classification system, the most emphasized technologies are Digital Communication, accounting for about 60.5% in the Single IPC Patent and IT Methods for Management(710 cases, 29.2%) in Multiple IPC Patent. The main points to be considered when organizing the curriculum of IoT are: ∇Emphasis on Digital Communication, ∇Expansion of Education related to IT Methods for Management(Including entrepreneurship and patent application), and ∇Consideration of subjects related to the Convergence of IoT. This research can contribute to the curriculum design of new industrial technologies such as AI and Fintech.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.12 no.4
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• pp.159-174
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• 2017

The purpose of this study was to examine whether the entrepreneurship education through team learning positively influences the effectiveness of team learning and the satisfaction of entrepreneurship curriculum. To do this, we analyzed the questionnaire data of 149 students who took the entrepreneurship course that was conducted by the team learning method focused on problem solving task among the entrepreneurship courses opened in the venture autonomous major. First, we examined the effect of team learning effectiveness and entrepreneurial education satisfaction on the effectiveness of the team learning by individual's intention for startup, diversity of team members, and supporting activities of assistants as independent variables. For this, hierarchical regression analysis was conducted to examine whether independent variables influenced the effectiveness of team learning, and whether the effectiveness of team learning mediates between these independent variables and entrepreneurial education satisfaction. The results of this study support the hypothesis that supporting activities of assistants will influence team learning effectiveness. However, the hypothesis that individual's intention for startup or team diversity influences team learning effectiveness was rejected. On the other hand, the results of the regression analysis show that individual's intention for startup has a significant effect on the satisfaction of entrepreneurship education. In addition, the effectiveness of team learning was found to be influential on the educational satisfaction, and it was verified that the effectiveness of team learning was mediating between the supporting activities of assistants and the satisfaction of entrepreneurship education. Especially, as a result of the hierarchical regression analysis, it was found that the significance of the supporting activities of assistants decreased remarkably. This suggests that the mediating path that affects the satisfaction of entrepreneurship education is very meaningful through the effectiveness of the team learning although the supporting activities of assistants are partially mediated. As a result of this study, it was found that the supporting activities of assistants are important in the team learning entrepreneurship education and it is also confirmed that the individual's intention for startup is also important. Especially, supporting activities of assistants were found to be an important factor affecting the satisfaction of entrepreneurship education through the effectiveness of team learning. Therefore, I think that it is essential to designing a practical education course that meets individual's intention for startup in the entrepreneurship education of university students and networking with the participation of internal and external experts or entrepreneurs. In addition, I think that it is necessary to think more thoughtfulness about the composition of team members in the team learning, and to provide more meticulous support to the effectiveness of the team learning.