• 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.18 no.2
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• pp.187-200
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• 2023

The purpose of this study is to examine how the start-up education, start-up support system, and start-up mentoring directly and indirectly conducted in universities affects entrepreneurial Intention, and to present programs and directions that can increase the possibility of start-up for college students. This study analyzed the effects of college students' satisfaction with university entrepreneurship education, awareness of the entrepreneurship support system, and entrepreneurship mentoring on entrepreneurial will, and then analyzed how entrepreneurship efficacy affects entrepreneurial will as a moderating effect. The recognition of the start-up support system was divided into the government start-up support policy and the university start-up support project, and start-up mentoring was divided into mentoring function (problem-solving function, networking function, communication function, motivation function) and mentor trust (cognitive trust, emotional trust). Regression analysis was performed on satisfaction with college entrepreneurship education, perception of entrepreneurship support system, entrepreneurship mentoring as independent variables, and willingness to entrepreneurship as dependent variables. In addition, entrepreneurship efficacy was designated as a moderating variable and analyzed. As a result of the study, first, it was found that satisfaction with start-up education had a positive (+) effect on college students' willingness to start a business. Second, among the start-up support systems, university start-up support projects were found to have a positive (+) effect on college students' willingness to start a business. Third, as a result of verifying whether entrepreneurial self-efficacy has a moderating effect on the relationship between college start-up support projects and college students' willingness to start a business while recognizing the start-up support system, it was found to have a moderating effect. The following implications can be derived based on the analysis results of this study. First, efforts to improve start-up education will be needed to increase the satisfaction of start-up education. Second, Through the operation of the start-up counseling center in the university, it will be possible to recognize the education system supported by the university, the university start-up support project that can carry out the indirect experience of start-up, and the government start-up support policy that supports funds. Third, It will be necessary to open a program that can provide start-up mentoring through connection with mentors in the start-up field, such as professors, employees, and senior start-ups in universities. Fourth, It is necessary to develop thorough education on the preparation process of start-ups, start-up special lectures where senior start-ups can indirectly experience the failure of start-ups, and programs for customized start-up education according to college students' major and individual tendencies.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.15 no.4
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• pp.97-108
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• 2020

This study analyzes factors of the influence of university start-up education and start-up support on the employment rate. For this purpose, we study prior research on university factors that affect the employment rate. we add university startup education & support to the university factors that are the type of university establishment and the university location, affecting the employment rate. The information of start-up education and start-up support is derived from the university disclosure information. In the start-up education, the number of participants in the start-up lecture, the number of participants in the start-up club, the number of participants in the start-up competition, the number of participants in the start-up camp and in the start-up support, the number of dedicated faculty members for start-up support, and the start-up training budget are added. The research model is empirically analyzed with 118 universities, excluding special purpose universities and universities with less than 1,000 graduates as a national 4-year university. Empirical analysis shows that the type of university establishment has a positive effect on the employment rate, and the university location has a positive effect on the employment rate. Among the factors of start-up education and start-up support, the number of participants in entrepreneurship courses is found to have a positive effect on the employment rate. In addition, although the number of participants in the start-up camp don't have a positive effect on the employment rate, it is found that the significance level p=0.070. Based on the results of this empirical analysis, academic and policy implications are presented.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.599-605
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• 2021

In this study, we empirically investigated how start-up support programs provided at colleges affect students' satisfaction with their major and their Entrepreneurial Intentions. The participants included 248 students from five colleges two-four-year colleges located in Seoul, Gyeonggi-do Province, Chungcheong-do Province, Gyeongsangbuk-do Province, and Jeola-do Province. SPSSWIN 24.0 for descriptive statistics analysis, exploratory factor analysis, reliability analysis, multiple regression analysis, and moderated regression analysis. showed that, among various forms of support for business start-up, support for education on start-up and support for start-up activities had a positive impact on the students' opportunity motivation and achievement motivation at a statistically significant level. opportunity motivation, achievement motivation, and independence motivation all positive influence on the students' resolution to start a business support for education on start-up and support for start-up activities had positive impact on the studens' entrepreneurial Intentions. These findings suggest that college programs that support students' business start-up need to be developed and applied with a focus on support for education on start-up and support for start-up activities to enhance college students' satisfaction with their major and stimulate their Entrepreneurial Intentions.

• Journal of Digital Convergence
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• v.19 no.6
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• pp.85-90
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• 2021

This research focused on four areas of government-sponsored start-up support projects: facility support, funding, education support, and mentoring support, and examined the effects of business performance and the mediating effects of business start-up satisfaction. As a result of the analysis, it was verified that the facilities, education, funds and mentoring support of the start-up support project had a positive effect on the business performance of the founders, and the partial mediating role of the start-up satisfaction was also verified in the relationship between the start-up support project and the business performance. Based on these results, it was confirmed that support programs such as facilities, education, funds, and mentoring in government-sponsored start-up support projects are suitable factors to improve the business performance of founders. Finally, the implications of this study were presented and the limitations of the study and future research directions were discussed.

• Journal of Information Technology Services
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• v.17 no.4
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• pp.119-137
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• 2018

Recently, the start-up firms have been under the spotlight because they can create many jobs and are regarded as the growth engine of a country in the fourth industrial revolution. Moreover, after the global financial debacle, many countries emphasize on an entrepreneurial spirit and venture firms. they also pay attention to the importance of educations to promote the start-up firms. In this work, based on technology acceptance model, we try to identify the main factors of accepting online start-up education system. We first defined this system as the online start-up education system which refers to a system to support learning for knowledge, experiences and overall process of start-up firms' tasks. This system also simulates tasks related with prep-entrepreneur so that can be regarded as a kind of decision support systems. As this system has some characteristics, we confirmed some factors of extended technology acceptance model. In our experiments, we find that the perceived ease of use and trust are main factors of acceptance for the online start-up education systems. These results mean that the system should be made to be easy and trustful for their users. Therefore, we expect that this work will be helpful to researchers and developers who consider start-up education systems and provide a way to activate founding start-up firms.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.15 no.4
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• pp.151-160
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• 2020

This study aims to figure out the status of university start-up education and support scheme, which are becoming more important as a major project of recent university policy, and to present policy tasks for promoting university start-ups by analyzing problems. A survey on education and support scheme about start-up was carried out from 800 students including those on leave of absence at D university located in metropolitan area and the analysis results are as follows. First, perception about start-up was highly positive due to various start-up education and support scheme from universities, but it was surveyed that university students have still low willingness to challenge start-up. Second, the biggest reason why university students avoid the start-up is 'the risk of start-up failure' at 40.8%, followed by 'Prioritizing getting a job' at 24.9% and 'lack of knowledge on start-up' at 13.4%. Also, difficulty from those who have already started business was mainly financing at 26.9%. The second was 14.0% for securing manpower, and the third was 11.8% for technology development. Third, the necessity of start-up education was in the order of 'starting-up' > 'preparing to start-up' > 'no intention to start-up'. The reason for the necessity of start-up education was 'motivation for various career choices' with 24.8%, followed by 'acquisition of various knowledge and skills for start-up' with 23.9%. Finally, efforts are needed to understand the importance of public relations for start-up policies in universities and figure out the problems of the start-up support scheme. The start-up education and support scheme should reflect the needs of university students, who are actual policy consumers, by shifting away from the method provided by existing suppliers.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.17 no.6
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• pp.51-70
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• 2022

This study examined whether learner-customized start-up education, such as business consulting, functions effectively as part of universities' start-up support and whether business consulting positively strengthened start-up capabilities compared to consulting from other institutions. Furthermore, it explored the direction of universities' start-up support development by harnessing customized education, such as business consulting. The results of the study are as follows. First, business consulting had a positive impact. It informed the shortcomings of individual founders (teams) and identified the direction for improvement. Second, compared to consulting from other institutions, the fact that it formed a relationship between the consultant and the student beyond the business relationship and that it was conducted for free on campus have a relative advantage. Such business consulting enabled university students to see the world more maturely. Third, this study argues that customized start-up businesses can generate synergy with school curriculum and other non-curricular subjects. Based on this perception, it designed a method to build a co-curriculum education system. This study is significant because it investigated satisfaction and the possibility of a customized start-up business with business consulting as a representative case, exploring the direction of support for start-up education students want.

• International Journal of Advanced Culture Technology
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• v.12 no.1
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• pp.276-280
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• 2024

Recently, many policies and fairs have been made in relation to start-ups. In addition, various start-up education for prospective start-ups is being conducted in various ways. Therefore, these days, the number of prospective start-ups who receive such information and start-up education is increasing. Nevertheless, more and more start-ups are still unsuccessful and close their businesses within months or years. In particular, start-ups who continue to maintain their start-ups also see the unfortunate reality of start-ups that find other jobs in various support systems and related policies and relationships that they cannot quit even if they want to. In this study, based on previous studies, factors for satisfaction with entrepreneurship education will be set and a questionnaire will be conducted for prospective entrepreneurs who have completed education at a startup education center in Seoul. The survey results are intended to verify their reliability and validity through empirical analysis. The SPSS statistical package will be used for analysis, and a total of 200 copies of the questionnaire will be distributed and collected. In this study, it was confirmed that the higher the satisfaction with entrepreneurship education, the better the successful entrepreneurship. In addition, I think that further developing various policies or detailed curriculums for entrepreneurship education will be of great help to prospective entrepreneurs taking entrepreneurship education.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.17 no.2
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• pp.53-64
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• 2022

The purpose of this study is to analyze the difference in importance and performance of the university start-up support system focusing on D university students to grasp the perception of the start-up support system provided the university from the perspective of students who are real users. Through this, a plan for qualitative growth and advancement of the university start-up system was derived using the IPA (importance-performance analysis) analysis. The findings are as follows. The importance of all elements of university start-up education and start-up support system is higher than the performance, which means that the start-up education and support programs currently implemented by universities are recognized as important, but do not play a big role in terms of performance for students. In addition, the highest priority factors for improvement in the importance-performance matrix were funding and investment support, start-up space and facilities support, management advisory, patent and intellectual property support, and entrepreneurship field practice. Therefore, This study can be used as objective data to identify the factors that universities should focus on and establish a start-up support system from a long-term perspective, and to build and operate a start-up support system that reflects the needs of students.