• STI Policy Review
• /
• v.7 no.1
• /
• pp.40-65
• /
• 2016

Knowledge plays a more important role in promoting entrepreneurship in the current information-led society than it did during the age of industrialization. Many recent studies found that entrepreneurship stimulates and generates innovation and economic growth. In response to the issues of long-term low growth, the Japanese government implemented several policies to encourage universities initiate entrepreneurial activities. This paper examines Japanese policies since 2014 that support universities in providing various programs for developing global entrepreneurs. Thirteen academic institutes were beneficiaries of three-year funding since the fiscal year of 2014. Each university designed its own educational programs according to their own contexts, built various forms of innovation ecosystems with domestic as well as international partner organizations, and offered entrepreneurship training courses or innovation workshops for companies to sustain its programs through broadening their funding bases. Due to the interdisciplinary nature and short history in operating the programs so far, it is difficult to evaluate the effectiveness of the programs. However, each participating university accumulated knowledge and experience while carrying out their various programs, suggesting important new directions for policymakers and education program designers in facilitating entrepreneurship and innovation.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
• /
• v.11 no.1
• /
• pp.65-74
• /
• 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
• /
• v.1 no.1
• /
• pp.127-156
• /
• 2006

This paper introduced successful case studies of the EIP (Entrepreneurship Intensive Programs) programs that are planed by 5MBA (Small and Medium Business Administration) and executed by Hoseo University and Jinju National University in 2004. Therefore, the illustrations and examples used in this paper are based on the EIP programs of those schools. Currently there are five graduate schools for Entrepreneurship educations that are originated from the EIP program models and those graduateschools are actively and successfully working. The purpose of this paper is to find out the diffusing strategies of the Entrepreneurship spirits and Entrepreneurship Education programs after careful analysis and review of the EIP programs. The main factors of the Success of the EIP are as follows. First, there were excellent modules of the education process. Second, there were firm and clear goals of the education. Three, there were differentiated contents of the entrepreneurship education programs. Four. each and every education performance was monitored. Five, during the programs, real start-up cases were actually handled and students had many opportunities to present their cases. However, there were some shortcomings to improve and change of the entrepreneurship education. First of all, it was very difficult to make proper education formation that is fit in the purpose of the program. Second, motivating students to find out their own business opportunities so as to turn them into real business was not satisfactory or easy. Third, there were some limitations in distributing and executing the EIP budgets. Therefore, to improve the efficiency of the Entrepreneurship education, following expanding strategies should be complemented. First, continuous redesigning of the entrepreneurship education programs is very important. Second, the specialization of the contents of the entrepreneurship education programs is essential. Third, there should be some discretionary room for the management of the entrepreneurship programs. Fourth, it is also important activating the entrepreneurship networks among schools of the entrepreneurship education. Finally, it is necessary to give some incentives and motivations based on the proper performance evaluation system.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.17 no.4
• /
• pp.698-709
• /
• 2016

Career maturity and the acquisition of entrepreneurial knowledge are important in entrepreneurship education for youth, and the environments surrounding youths influence their mental state and academic achievement. This study aims to analyze the influences of an educational program and environment in entrepreneurship education for youths on the mindset and the entrepreneurial intention for proper career decisions according to the education climate and entrepreneurial knowledge. A total of 216 questionnaires were collected from students who participated in a creative and entrepreneurial tour of Incheon. After excluding 30 questionnaires with unreliable responses, 186 were empirically analyzed using SPSS 18.0 and Amos 18.0. The results show that the quality of education service and education environment decide the education climate, and the entrepreneurial knowledge has a positive influence on entrepreneurial intention. This research is significant because it strategically establishes directions for entrepreneurial education and as practical research for achieving outcomes of entrepreneurial education.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
• /
• v.19 no.2
• /
• pp.81-96
• /
• 2024

This study analyzed the differences in the effects on entrepreneurship and entrepreneurial willingness of college students under the coronavirus pandemic by dividing theoretical education into practical education, face-to-face education, and non-face-to-face education, and analyzed the differences in the effects on entrepreneurship and entrepreneurship willingness according to the education method. This study conducted entrepreneurship education for 552 students at a comprehensive university in Chungcheong-do, Korea, and analyzed the sample by dividing it into theoretical and practical education, face-to-face education, and non-face-to-face education. In addition, a two-way repeated measures ANOVA was conducted to determine whether there were differences in the entrepreneurship education course operation form according to the pre- and post-education time points. The results showed that, first, the difference between the effectiveness of entrepreneurship education before and after theoretical and practical education was significant, and the entrepreneurship of practical education was higher than that of theoretical education after education. In the test of pre- and post-training differences in entrepreneurial intention, the difference in effectiveness was significant only in practical training. Second, the results of the repeated measures ANOVA analysis of the course operation type of theoretical and practical courses according to the difference between the pre- and post-education time points showed that there were differences in the entrepreneurship effectiveness of theoretical and practical courses according to the time point of education. Third, the difference in the effectiveness of entrepreneurship education according to face-to-face and non-face-to-face education was significant, and only the effect of non-face-to-face education on entrepreneurial intention was significant before and after education. Fourth, the results of repeated measures ANOVA analysis of face-to-face and non-face-to-face course operation type showed that the effect of face-to-face and non-face-to-face entrepreneurship education differed depending on the time of education. The pre-post difference in entrepreneurial intention was significant only for the non-face-to-face program. The implication of this study is that in order to increase the effectiveness of entrepreneurship and entrepreneurial will among university students, it is necessary to expand the amount of practical classes in which students actively participate in activities related to entrepreneurship. In addition, in order to increase the effectiveness of entrepreneurial will, a non-face-to-face education method that utilizes the metaverse space and increases the role of each student can contribute to increasing the effectiveness of entrepreneurial will.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
• /
• v.7 no.1
• /
• pp.207-214
• /
• 2012

Interest in the education for the technology entrepreneurship has increased significantly in the past decade but it is not enough for the educator. That is the reason that one educator has field experience without the theoretical background and the others have theory without the practical experience. Government ask to university to enhance the entrepreneurship training in the undergraduate and graduate level. Our study focus on the what is important for the entrepreneurship educators. Among the evolution of entrepreneurship education, this paper suggest three factors for the educators, the development of teacher and coach who has embedded entrepreneurship algorithm, teachers who has many practice and know-how, and last one is balancing and harmony teamwork of coaches and teachers.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
• /
• v.10 no.6
• /
• pp.133-141
• /
• 2015

This study examines that how the effect of hackaton program on the willingness of entrepreneurship. In addition, this study is to examine the moderating effect of entrepreneurship, entrepreneurial Motivation and team culture. The results show that hackaton program has significant impact on the willingness of entrepreneurship. The three key elements such as entrepreneurship, entrepreneurial motivation and team culture that were expected to have a moderating effect on the entrepreneurial intend. but result of this study that just entrepreneurship motivation and team culture have moderating effect for the change in the degree of the willingness of entrepreneurship.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
• /
• v.7 no.2
• /
• pp.9-17
• /
• 2012

This paper integrates elements from the theory of agency, the entrepreneurship education, the start-up policies. Entrepreneurship education is demanded to enhance success of business candidate for business establishment and to increase start-up survival. Three researches are made by this study. First of all, Educational performance is measured and it explains why linked policies is needed. To explain linked performance, this paper introduces several hypothesis. These are about a rate of start-up failure caused by agency problem and a rate of education effect decreasing agency problem. Secondly, operation performance of it can be increased by linking among policies and should be for the original goals of start-up policies. Finally, several ideas including start-up certification is proposed. Start-up certification has role of contact point of different entrepreneurship policies. As a result, level of satisfaction of policies will increase and specially of education program by linked effects.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
• /
• v.16 no.1
• /
• pp.99-111
• /
• 2021

The purpose of this study is to examine the experiences and attitudes of elementary pre-service teachers, the level of entrepreneurship core competencies, and to analyze differences in entrepreneurship core competencies by grade, gender, and attitude. To this end, 208 elementary pre-service teachers who responded to the online questionnaire surveyed their experience, attitudes, perceptions, entrepreneurship attempts, and entrepreneurship core competency levels. As a result, pre-service teachers had a low level of understanding and direct participation in entrepreneurship education, the need for entrepreneurship education for elementary school students and teachers was high. The average of the value-creation competency group consisting of innovation, social value orientation, and change agility was relatively lower than the challenge, group creativity, and self-directed competency group. The difference of the entrepreneurship core competency level between the grades was not significant, and female students' competency levels were statistically significantly higher than male students. In addition, the average of the four core competencies of entrepreneurship in the group that recognizes the importance of entrepreneurship as essential competencies was statistically higher than that of their counterparts. Based on the results of this study, the implications for the design and development of a program for enhancing entrepreneurship competency for elementary school pre-service teachers were presented.

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