• Journal of Digital Convergence
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• v.18 no.9
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• pp.145-157
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• 2020

The purpose of this study is first to analyze the effects of university students' autonomous motivations to start a business on their attitude toward entrepreneurship, subjective norms, and perceived behavioral control, second to analyze the effect of university students' attitude toward entrepreneurship, subjective norms, and perceived behavioral control on entrepreneurship intentions, and third to analyze the moderating effect of entrepreneurship education for university students on entrepreneurship intention. Based on the previous research, a research model and a research hypothesis were established. 251 questionnaire responses were collected through a survey of university students in Seoul and Gyeonggi Province and empirical analysis was performed using SPSS 24 and AMOS 23. As a result of the analysis, first, the autonomous motivation was found to have a positive effect on attitude, subjective norms, and perceived behavioral control. In addition, attitude, subjective norms, and perceived behavioral control all showed a positive effect on entrepreneurship intention. Entrepreneurship education for university students was found to control the effect of subjective norms on entrepreneurship intention and the effect of perceived behavioral control on entrepreneurship intention in the positive direction. The results of this study can contribute to the establishment of more effective educational policies and startup support program planning that can increase the entrepreneurial intention of university students.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.18 no.2
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• pp.201-219
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• 2023

ESG (Environment, Social, Governance) is becoming the core of the interest of today's entrepreneurs concerning about the earth crisis. Numerous studies are going on these days about the importance of ESG, but most of them seem confined to the introductory level. This study concentrates on "ESG education" that will teach the learners how to put various ESG ideas into practice, knowing that the earth crisis would not be overcome without actual practice of those ideas. First, elementary and junior·senior high school, professors in university and educational consultants in the field designed educational programs and related content materials under "ESG entrepreneurship education" integrated with ESG and Entrepreneurship education, which have been implemented previously. Participatory learning methods are converged with the program. The researcher analyzed the learning effects in depth after implementing the programs in the education field. Thus, this study first examined the effects of key variables of ESG educational program i.e., ESG entrepreneurship education, student participatory learning, and team-based learning on creative problem-solving and social value recognition with an essential variant of ESG educational programs and identified the relations to creative problem-solving and social value recognition. Besides, this study investigated the moderating effects of school atmosphere, and teachers' enthusiasm, regarding traits of educational programs and social value recognition. Findings indicate that sub variants of the traits of educational programs i.e., ESG entrepreneurship education, student participatory learning, and team-based learning significantly affect creative problem-solving skills and social value recognition and that creative problem-solving impacts social value recognition. In addition, teachers' enthusiasm has moderating effects between traits of educational programs and social value recognition. This study provides content-program learning methods that can be practically applied in education, emphasizing practice in ESG in elementary and junior·senior high school education. Implications suggest that ESG entrepreneurship education and active participatory learning affect social value recognition and that teachers' enthusiasm plays a significant role in education.

• 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.17 no.3
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• pp.245-256
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• 2022

The purpose of this study is to provide comprehensive insights on the current research trends in entrepreneurship based on topic modeling and keyword co-occurrence analysis. This study queried Web of Science database with 'entrepreneurship' and collected 14,953 research articles between 2002 and 2021. The study used R program for topic modeling and VOSviewer program for keyword co-occurrence analysis. The results of this study are as follows. First, as a result of keyword co-occurrence analysis, 5 clusters divided: entrepreneurship and innovation cluster, entrepreneurship education cluster, social entrepreneurship and sustainability cluster, enterprise performance cluster, and knowledge and technology transfer cluster. Second, as a result of the topic modeling analysis, 12 topics found: start-up environment and economic development, international entrepreneurship, venture capital, government policy and support, social entrepreneurship, management-related issues, regional city planning and development, entrepreneurship research, and entrepreneurial intention. Finally, the study identified two hot topics(venture capital and entrepreneurship intention) and a cold topic(international entrepreneurship). The results of this study are useful to understand current research trends in entrepreneurship research and provide insights into research of entrepreneurship.

• Proceedings of the Technology Innovation Conference
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• 1998.06a
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• pp.91-115
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• 1998

Inspire of increasing importance of entrepreneurs for successful new venture creation, structured educational programs for entrepreneur development are very limited in Korea. Based on the survey of existing academic programs and interviews with entrepreneurs, this study presents a new education system for entrepreneurial management and new venture creation. Specifically, seven venture educational programs are suggested. As degree programs, ⅰ) new venture interdisciplinary program and ⅱ) venture MBA program are presented. Also, ⅲ) advanced venture management program, ⅳ) venture capitalist training program, and ⅴ) potential entrepreneur training program are suggested as non-degree programs. In addition, special and supporting programs such as ⅵ) technological entrepreneurship seminar and vii) new venture forum are explained. Finally, some examples of typical entrepreneurial management courses are presented and policy implications are suggested.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.11 no.6
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• pp.2004-2012
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• 2010

This paper assess participant's satisfaction and referring will of embedding study- oriented TEC entrepreneurship program to drive policy implications for domestic entrepreneurship education, such as graduate schools of entrepreneurial management in Korea. The hypothesis test of this research shows that four assumptions given have been accepted among five of them as follows; education content, lecture style, prior knowledge variables with positively correlating to participant's satisfaction and referring will. In particular, the stronger highlights falls on algorithm approach with stressing on iterative and process oriented embedding study relating to education content, case-oriented lecture to lecture style and experience, customer understanding with business plan to prior knowledge.

• Journal of Digital Convergence
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• v.13 no.5
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• pp.79-88
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• 2015

Creative economy has been characterized by ideas popularized commercialization. The commercialization of the idea is to develop a creative economy virtuous circle tool, entrepreneurship and start-ups for this serves as a key driver of the creative economy. Convergence, complex thinking and creative planning ability is always a lot from the 20s came a young man. So young age of entrepreneurship and entrepreneurship education, and is easily capable of founding a new culture is created by the right products and services they lead the more outstanding talent in the way of entrepreneurship creates even young and energetic national economy. Such a wide range of system implementation and curriculum development to complete the creative economy with ecology is also a very critical situation. The development of a systematic entrepreneurship curriculum that promote creative thinking and planning ability for creative convergence of economic times is a top priority. The present study considered that the early stages of convergence entrepreneurship program presents a convergence process of entrepreneurship education through a process-oriented research based on statistics.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.17 no.5
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• pp.187-203
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• 2022

As the economic, social, and environmental problems of the local community reach a serious level, our society is realizing the need to foster young talents who discover opportunities in local issues through entrepreneurship education and create social values through creative challenges. However, entrepreneurship education programs are generally focused on commerciality, so customized education programs to solve regional problems are insufficient. Therefore, this study aimed to develop a community problem-solving entrepreneurship curriculum. In this study, a competency based curriculum model was applied to develop the curriculum, and regional problem-solving entrepreneurship competencies were derived through expert advice from a total of 10 people. In the process, the Delphi methodology was additionally used to reduce the possibility of errors in the competency model. As a result of the study, a total of 23 regional problem-solving entrepreneurship competencies were confirmed, and knowledge(K) - skill(S) - attitude(A) by competency consisted of 5, 9, and 9, respectively. By applying this to Dunham's problem-solving six-step model, modular learning support measures were developed in the order of phase 1(problem discovery), phase 2(problem analysis), phase 3(plan), phase 4(measure), and phase 5(evaluation). This study is meaningful in that it integrated theory and practice by developing specific entrepreneurship curriculum and learning support measures based on the theoretical model devised in social welfare. In addition, it has implications in that it developed a regional problem-solving entrepreneurship competency model based on expert advice and proposed a specific curriculum based on this.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.13 no.3
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• pp.71-83
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• 2018

Recently, there are many efforts to define the field of entrepreneurship as an area of independent study. According to Shane & Venkataraman, the study of entrepreneurship is moving toward understanding the combination of entrepreneurial individual and valuable opportunity in becoming entrepreneurs. In Korea, entrepreneurship education is spreading widely on the basis of universities and in 2010 the entrepreneurship major was created in Sookmyung Women's University for the first time in Korea. The results of this study are as follows. First, there are many research about examining the relationship between entrepreneurship education and entrepreneurship intention. Nevertheless, there are lack of the study focusing on the opportunity recognition which many scholars have recognized as the independent study field of entrepreneurship domain. Therefore, the purpose of this study is to examine the effect of satisfaction of entrepreneurship major education on entrepreneurial opportunity recognition and to examine the mediating effect of entrepreneurial opportunity recognition according to educational commitment. The questionnaires were carried out for 3 weeks to entrepreneurship major students in Sookmyung Woment's University. A total of 84 surveys were collected and statistically analyzed by the R program. As a result of the analysis, it was found that the satisfaction of education positively influences the recognition of entrepreneurial opportunities. Commitment also has a full mediating effect on the recognition of entrepreneurial opportunities. The results of this analysis confirm that the ability to recognize entrepreneurial opportunity is developed by entrepreneurship education, and during the study students' commitment has an important role in the relationship between educational satisfaction and entrepreneurial opportunity recognition. The results were verified through empirical analysis. Satisfaction with entrepreneurship education and awareness of entrepreneurship opportunities through entrepreneurship can be anticipated as entrepreneurship activities in the future.

• Journal of Digital Convergence
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• v.11 no.3
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• pp.233-241
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• 2013

The purpose of this study was to evaluate the effectiveness of the education program developed to raise the potential of entrepreneurial capabilities of senior citizens under the supervision of SMBA and investigate the effects of educational contents and environment on program satisfaction and entrepreneurial intention. The sample of this study was composed of 44 trainees who participated in the education program implemented by H University. Data were collected using self-administered questionnaires and analyzed employing paired-sample t-test and path analysis techniques. The study found that the program was effective in strengthening the potential of entrepreneurial capabilities of senior citizens and that educational content and environment had positive effects on program satisfaction, which in turn, positively impacted on entrepreneurial intention. The practical implications of the findings were discussed and the future directions for research were suggested.