A Study on the Effect of Entrepreneurship Education on Entrepreneurial Will in China : Focusing on the Mediating Effect of Entrepreneurship Attitude and Entrepreneurial Self-efficacy

허기 세한대학교 대학원 2024 국내박사

With China's economy entering a new normal, the world's economic development entering a transition period, the rapid progress of science and technology, the increasing downward pressure of social economy, and the slowdown of economic growth, how to stimulate the new momentum of economic development has become the biggest concern of economic development. For a long time, entrepreneurship has been regarded as an effective means to promote innovation and economic progress. Faced with competition and challenges, China urgently needs a large number of innovative and entrepreneurial talents to speed up the historical task of national modernization and national rejuvenation, to lead and promote the development of science and technology, and to promote the transformation of scientific and technological achievements into real productive forces. College students and graduate entrepreneurs are the important force of entrepreneurship and innovation in China, so college students are the main object of entrepreneurship education. Entrepreneurship education is also one of the important ways for colleges and universities to realize the functions of talent training, scientific research and social service. At the same time, entrepreneurship is also one of the important ways to promote college students' employment and entrepreneurship. Entrepreneurship education in colleges and universities provides a platform of entrepreneurial knowledge, skills and practice for college students, helping them better understand, master and apply entrepreneurial theory and practice. Therefore, an in-depth study of the impact of entrepreneurship education on college students' entrepreneurial intention will help to provide more effective entrepreneurship education programs for colleges and universities, help college students better prepare for entrepreneurship, and improve the probability of successful entrepreneurship. Therefore, this study focuses on exploring the influence mechanism of entrepreneurship education on entrepreneurial will, and the relationship among entrepreneurship education, entrepreneurial self-efficacy, entrepreneurial attitude and entrepreneurial will. In this study, entrepreneurial self-efficacy and entrepreneurial attitude were used as mediating variables to explore the effects of practical entrepreneurship education and theoretical entrepreneurship education on college students' entrepreneurial behavior. Through empirical research methods, this paper reveals the influence mechanism of entrepreneurship education, entrepreneurial self-efficacy and entrepreneurial attitude on entrepreneurial will, which provides a theoretical basis for providing targeted entrepreneurship education and improving entrepreneurship education strategies. This study used quantitative research methods, through questionnaires, data collection, data collation, statistical analysis, to explore the specific impact of entrepreneurship education on entrepreneurial will, to reveal the mediating role of entrepreneurial self-efficacy and entrepreneurial attitude, and to provide a scientific basis for the formulation of educational strategies to enhance the level and effect of entrepreneurship theory education and entrepreneurship practice education. SPSS 26.0 statistical analysis software was used for descriptive statistical analysis, reliability analysis, validity analysis, correlation analysis, regression analysis and mediation effect analysis in this study. The entrepreneurial education scale, entrepreneurial self-efficacy scale, entrepreneurial attitude scale and entrepreneurial will scale were selected to investigate 535 college students. The results are as follows; First, theoretical entrepreneurship education has a significant positive impact on entrepreneurial self-efficacy. Second, theoretical entrepreneurship education has a significant positive impact on entrepreneurial will. Third, theoretical entrepreneurship education has a significant positive impact on entrepreneurial attitude. Fourth, practical entrepreneurship education has a significant positive impact on entrepreneurial self-efficacy. Fifth, practical entrepreneurship education has a significant positive impact on entrepreneurial will. Sixth, practical entrepreneurship education has a significant positive impact on entrepreneurial attitude. Seventh, entrepreneurial self-efficacy has a significant positive impact on entrepreneurial will. Eighth, entrepreneurial attitude has a significant positive impact on entrepreneurial will. Ninth, entrepreneurial self-efficacy has a mediating effect between theoretical entrepreneurship education and entrepreneurial will. Tenth, entrepreneurial attitude has a mediating effect between theoretical entrepreneurship education and entrepreneurial will. Eleventh, entrepreneurial self-efficacy has a mediating effect between practical entrepreneurship education and entrepreneurial will. Twelfth, entrepreneurial attitude has mediating effect between practical entrepreneurship education and entrepreneurial will. According to the research results, in the practice of entrepreneurship education in Chinese universities, it is necessary to develop different teaching objectives and use different teaching methods and means based on the individual differences of students. Colleges and universities need to recognize the complete path and mechanism of entrepreneurship education on entrepreneurial will, fully understand this law, and comprehensively cultivate and enhance college students' innovative consciousness and entrepreneurial intention. Entrepreneurship education needs to constantly create practice opportunities, which can use role-playing, business games, business simulation and skills development exercises to enhance the innovative consciousness and practical ability of college students. Keywords: Entrepreneurship Education, Entrepreneurial Will, Entrepreneurial Attitude, Entrepreneurial Self-efficacy,

(The) Effect of Entrepreneurial Education on Entrepreneurial Preparation of Chinese College Students

장미 목원대학교 대학원 2023 국내박사

Business start-up is now seen as a key driver for the promotion of high-quality economic development in the world. College students are increasingly seen as the most prospective major force for start-ups in countries around the world. In this context, entrepreneurial education in colleges has emerged and developed rapidly. Many studies have been conducted to show that entrepreneurial education for college students provides strong knowledge support for social and economic development, creates a social environment for starting a business, creates employment opportunities, promotes scientific and technological innovation, and thus promotes economic development. China's Ministry of Education has issued a document to develop and provide an entrepreneurial education curriculum for all college students. However, the start-up success rate shows that the effectiveness of entrepreneurial education for college students is very limited, and existing studies have not yet been able to provide reliable empirical evidence on the mechanisms and magnitude of the effect of entrepreneurial education. In this context, this study aims to investigate the effect of entrepreneurial education on Chinese college students' entrepreneurial intention and readiness before entrepreneurial action, integrate ‘entrepreneurial event theory’, ‘self-efficacy theory’, ‘entrepreneurship theory’, and the ‘theory of planned behavior’, draw on existing studies to identify variables, and on this basis propose the concept of ‘entrepreneurial preparation’, construct a theoretical analysis framework and a research model. This study conducted a questionnaire survey from January 17 to February 15, 2023, mainly among college students who had received entrepreneurial education in western and southwestern China while attending college. The questionnaire covered demographic information such as gender, grade, major, business experience, and reasons for starting a business among the surveyed college students, and the questionnaire questions were extracted from existing mature scales for variables of this study's model. A total of 157 valid questionnaires were collected in the preliminary survey and reliability and validity were tested. 674 questionnaires were collected in the formal survey, of which a total of 574 were valid. SPSS(version 27) and AMOS(version 23) software were used to analyze and process the collected questionnaire data. Descriptive statistical analysis, questionnaire reliability analysis, exploratory factor analysis, confirmatory factor analysis, discriminant validity analysis, path analysis, and mediating effect test analysis were conducted. The empirical results of the study find a significant positive effect of entrepreneurial education on college students' entrepreneurial preparation, with perceived feasibility and entrepreneurship as its mediators influence the role of entrepreneurial education on college students' entrepreneurial preparation. This finding will emphasize the effectiveness and importance of entrepreneurial education for college students, promote the reform and improvement of entrepreneurial education in China by providing evidence-based recommendations, provide a reference for other countries to develop colleges’ entrepreneurial education by comparing different contexts, and make some contribution to future research on entrepreneurial theory.

중국대학의 혁신창업 교육이 기업가적 의도에 미치는 영향 : 자기효능감과 계획적 행동의 매개 및 창업경험의 조절효과를 중심으로

임효검 계명대학교 대학원 2022 국내박사

중국은 혁신창업교육을 혁신형 국가건설, 국가자질교육발전 및 고등교육 인재양성의 중요한 모델과 인재버팀목으로 삼고 있다. 창조적인 창업 실천 과정에서 대학생은 더욱 큰 성공성과 미래성을 갖추고 있으므로 창조적인 창업 실천은 대학생들로 하여금 사회경제 발전 과정의 중요한 역할과 강력한 동력이 되도록 한다. 따라서 대학생들의 창의적 창업교육의 발전을 촉진하는 것이 대학생들의 창업 의향을 키우는 데 가장 좋은 방법이다. 지금까지 중국 교육현장에서의 창의적 창업교육이 대학생들의 창업 의향에 미치는 영향과 정도에 대한 연구는 상대적으로 부족하다. 따라서, 본문은 중국4년제 응용형(應用型) 대학교의 대학생을 대상으로 하여 창조적 창업 교육과 창업 의향을 주요 변수로, 계획 행위(창업 태도, 주관적 규범, 감지 행위 제어) 및 창업 자기 효능감을 중개 변수로, 창업 경력을 조절 변수로 설정하여 창의창업 교육이 중국대학생의 창업 의향에 영향을 미치는 메커니즘을 연구했다. 연구결과, 창의창업교육은 대학생의 창업 의향을 적극적이고 현저하게 반영하고 있으며, 자기효능과 계획행위는 혁신창업교육이 대학생 창업 의향에 영향을 미치는 메커니즘에서 중개효과를, 창업경력이 대학생 창업 의향에 영향을 미치는 메커니즘에서 조정 작용을 하고 있는 것으로 확인됐다. 본 연구에서는 대학생들의 창업의지를 높이는 데 혁신창업교육 교사의 역량 강화를 비롯한 졸업학생의 혁신창업 보조 플랫폼 구축, 혁신창업 개방성 및 사회간접자본 강화 등 세 가지 제안을 하였다. China has regarded innovation and entrepreneurship education as an important model and talent support for the construction of an innovative country, the development of national quality education, and the training of higher education talents. College students have greater success and prospects in the process of innovation and entrepreneurship practice, making universities an important role and powerful driving force in the process of social and economic development. Therefore, promoting the development of college students’ innovation and entrepreneurship education is the best way to cultivate college students’ entrepreneurial intention. There is a relatively lack of relevant research on the mechanism and degree of influence of college innovation and entrepreneurship education on college students’ entrepreneurial intention in the context of Chinese education. Therefore, this paper takes Chinese college students as the research object, the innovation and entrepreneurship education and entrepreneurial intention as the main variables, the planned behavior (entrepreneurial attitude, subjective norms, perceived behavior control) and entrepreneurial self-efficacy as the intermediary variables, and uses entrepreneurial experience as the moderating variable. This paper carries out research on the influence mechanism of innovation and entrepreneurship education in China's full-time applied undergraduate colleges on college students’ entrepreneurial intention. The study results confirmed that innovation and entrepreneurship education had a positive and significant impact on college students’ entrepreneurial intention, self-efficacy and planned behavior played an intermediary effect in the mechanism of innovation and entrepreneurship education on college students’ entrepreneurial intention, and entrepreneurship experience played a moderating role in the influence mechanism of planned behavior on college students’ entrepreneurial intention. This study suggests that there are three specific ways to enhance the entrepreneurial intention of college students by strengthening the construction of the teaching staff of innovation and entrepreneurship education, building the innovation and entrepreneurship support platform for graduate students, and strengthening the openness of innovation and entrepreneurship and social integration.

The Influence of Entrepreneurship Education on College Students Entrepreneurial Intention

LI YUE 가천대학교 일반대학원 2022 국내박사

Entrepreneurship can promote social and economic development and improve productivity.At the same time, it can also promote the research and development of new technologies and the transformation of scientific achievements.In China, entrepreneurship has become an important driving force of economic development and has become a national strategy.As the youth of the times, college students are a new force in entrepreneurship, and their entrepreneurship education is particularly important.When entrepreneurship education has been widely carried out, how to highlight the effectiveness of education and improve students' comprehensive quality while improving entrepreneurial behavior, so as to adapt to the rapid changes of current social life, is an important purpose.So how should entrepreneurship education be carried out?In addition to teachers, what should colleges and universities, society and even individual students do and how?This is the original intention of this paper. Entrepreneurial intention is a good starting point for the study of entrepreneurial education.Some scholars have studied this topic, but there are differences in dimension division and empirical research.Based on the theory of planned behavior and ternary interaction theory, this paper empirically tests the impact of entrepreneurship education on College Students' entrepreneurial intention by using 458 effective questionnaires from all over the country, and discusses the relevant conclusions.The main research contents and conclusions are as follows: First, the influence of personal background among college students with entrepreneurial intention is narrowing.In this paper, the statistical characteristics of the sample are investigated as follows: gender, place of birth, school area, school nature, professional category, grade, and whether there is any experience of student cadres.It is found that only in the professional category has a significant impact on College Students' entrepreneurial intention.The major with higher entrepreneurial intention is medicine, followed by science and engineering, and the lowest is law. Second, entrepreneurship education has a positive impact on College Students' entrepreneurial intention.At present, scholars examine the impact of entrepreneurship education on There are few studies on the impact of entrepreneurial intention, and the division of various dimensions of entrepreneurial education is different.This study found that innovation and entrepreneurship education has a significant positive impact on College Students' entrepreneurial intention, especially Curriculum Participation and teacher level. Third, entrepreneurial atmosphere regulates the degree of the impact of entrepreneurial education on College Students' entrepreneurial intention.Through data analysis, the research shows that the influence of school support, curriculum participation and teacher level on entrepreneurial intention is affected by the regulatory effect of entrepreneurial atmosphere. Fourth, student satisfaction plays an intermediary role in the impact of entrepreneurship education on College Students' entrepreneurial intention.Among them, the impact of student satisfaction on Curriculum Participation and entrepreneurial intention is a partial intermediary, and the impact on Teachers' level and entrepreneurial intention is a complete intermediary. The study of entrepreneurial intention can promote the continuous development of entrepreneurial education.While enriching the theory of entrepreneurship education, we design and develop the curriculum content through different teaching forms, attract students to actively participate in the learning of the curriculum, and improve the ability and quality of innovation and entrepreneurship, so as to improve the proportion of College Students' entrepreneurial intention.Under the favorable conditions of entrepreneurship atmosphere for entrepreneurship, entrepreneurship support and entrepreneurship services in Colleges and universities, excellent teacher literacy and scientific and reasonable teaching forms will effectively stimulate college students' innovative and entrepreneurial spirit, awaken their entrepreneurial consciousness and enhance their entrepreneurial ability, so as to promote students to carry out more entrepreneurial activities and improve the success rate of entrepreneurship; Finally, through research, we can build an ecosystem of entrepreneurship education.It is composed of the government, colleges and universities, families and individuals, with theoretical education, practice platform, resource support and services, open entrepreneurial environment and good entrepreneurial literacy, forming a circular and continuous closed loop of entrepreneurship education.

대학의 창업강좌가 대학생의 기업가정신에 미치는 효과 : 강사의 특성과 창업효능감을 중심으로

박현조 연세대학교 정경·창업대학원 2017 국내석사

Recently, entrepreneurship education in Korea has been rapidly growing, due to the active participation of not only government ministries and affiliated organizations due to the support policy of the government but the active participation of private sectors and universities as well. In particular, as part of the Leaders in Industry-university Cooperation (LINC) development project in 2012, entrepreneurship education centers were established in 61 universities around Korea, and the number of entrepreneurship courses also has been rapidly increasing. Following the quantitative increase in entrepreneurship education, many researches have also been conducted on the effectiveness of entrepreneurship education. Existing research have mostly focused on psychological characteristics of students such as to mentally challenge, achievement need, problem-solving abilities, and locus of control as factors that influence the effectiveness of entrepreneurship education. However, these variables can only be understood through psychological measurement tools or specially designed questionnaires, which makes it difficult for institutions operating entrepreneurship education to use and for developing programs. Therefore, this research seeks to examine the influence the two particular factors of entrepreneurship education, instructor characteristics (focused on expertise) and education content, has on the effectiveness of entrepreneurship education. Furthermore, existing research has focused on entrepreneurial intention as measurements for the effectiveness of entrepreneurial education. However, start-up efficacy has recently emerged as an important variable to predict entrepreneurship success and entrepreneurship activity. Thus, this research selects Entrepreneurial Self-efficacy as the main variable to measure the effectiveness of entrepreneurship education. Through the research outcome, this research intends to provide assistance in designing entrepreneurship education programs at institutions that operate entrepreneurship education. Regarding factors that influence the effectiveness of entrepreneurship education, there have been research focusing on the characteristics of the students (self-leadership, progressive spirit, autonomy, risk sensitivity, etc.) who are the consumers (Kang Jae-hak, 2015; Kim Su-hyeon and Yu Bong-ho, 2013). Other research have focused on the components (content of education, method of education, characteristics of instructor, etc.) of entrepreneurship education (Bae Seong-heon and Lee Kang-il, 2008; Lee Hong-ju, 2014; Ma Jong-sik, 2013; Cho Eun-ju, 2014). This research attempts to analyze the factors that influence the effectiveness of entrepreneurship education focused on the characteristics of instructor and content of education among the various factors of entrepreneurship education. This research seeks to measure the effectiveness of entrepreneurship education focused on education performance, entrepreneurial intention, and start-up efficacy. Education performance indicates the results of interaction between an individual and education experience at the dimensions of the individual and the system. It focuses on the results rather than the process of education, and usually signifies positive results (Ysseldykey, 1998). This research seeks to find the factors influencing the effectiveness of entrepreneurship education by measuring education performance through satisfaction of education, and in doing so, it seeks to examine the types of influence education performance has on start-up efficacy. The second variable to measure the effectiveness of entrepreneurship education is entrepreneurship intention. In order to vitalize entrepreneurship, individuals must decide to start new businesses, and entrepreneurship intention has been used as an important variable in measuring the effectiveness of entrepreneurship education as the individual’s entrepreneurship decision making and a precedence factor of action (Yoon Bang-seop, 2004; Krueger, 1993). In reviewing existing research on factors influencing the individual’s entrepreneurship intention, there are many that have analyzed the influence of psychological characteristics such as innovativeness, risk sensitivity, progressive spirit, locus of control, and problem-solving abilities, and such research conclude that these factors do influence entrepreneurship intention (Miller, 1993; Lee Jae-seok, 2015). As the main variable of measuring the effectiveness of entrepreneurship education, ‘entrepreneurship intention’ has been frequently used, but there has also been an increasing interest recently in ‘ Entrepreneurial Self-efficacy’ as the main factor influencing the probability of entrepreneurship success. Consequently, this research also seeks to study the effectiveness of entrepreneurship education by adding Entrepreneurial Self-efficacy. Entrepreneurial Self-efficacy indicates the individual’s confidence in his or her degree of entrepreneurship ability—in other words, the self-efficacy of the individual. , Entrepreneurial Self-efficacy can be expressed as self-competence on entrepreneurship. It has to do with the individual’s confidence that they can do well as an entrepreneur. There has been research outcome that designate start-up efficacy as the factor that most positively influences entrepreneurship intention (Yoon Bang-seop, 2004; Jeong Dae-yong and Chae Yeon-hui, 2016). In a research on the influence of individual capabilities of Chinese youth entrepreneurs on entrepreneurial success, Zhao Jingjing (2016) has argued that it is important to recognize the importance of self-efficacy on entrepreneurship and to strengthen it in order to increase the success rate of start-ups. In order to achieve the object of this research, the research has used a sample of 427 university students taking an entrepreneurship course at University Y. A survey was conducted through a questionnaire, and the factors influencing the effectiveness of entrepreneurship education were analyzed based on 413 valid survey results among the total of 427 questionnaires. The basic demographical characteristics of the research sample are as follows: in gender ratio, the percentages of males and females were similar (58.2% and 40.9% respectively), and most of the students were seniors at the university (47.4%). Majors of the students were evenly distributed, and most of the students did not have much exposure to entrepreneurship competitions or entrepreneurship education. Characteristic of instructor and content of education of entrepreneurship education had an influence on the education performance and the intentions for entrepreneurship of the students of entrepreneurship education. In order to investigate the influence that these factors have on start-up efficacy, a structure equation modeling analysis was conducted. The result of path analysis shows that the characteristic of instructor had a positive influence on education performance at .202 (p< .01), but it did not have any significant influence on entrepreneurship intention (p> .1). This means that the instructor’s possession of entrepreneurship qualification or more specialization had a positive influence on education performance. On the other side, the content of education had positive influences on both education performance and entrepreneurship intention, at .726 (p< .01) and .982 (p< .01) respectively. From this, it can be deduced that content of education had a strong positive influence on both education performance and education intention. However, the factor that influenced start-up efficacy was education performance more than intention for entrepreneurship (p> .1). The effect size was .686 (p< .01). In examining these results, it can be seen that the most important factors for operating effective entrepreneurship education are the expertise of the instructor and the systematic and internally stable composition of the content of education. In 2012, the Ministry of Education established entrepreneurship education centers in universities around Korea, as part of the LINC project and the implementation of creative economy vitalization policy. Along with this, the number of entrepreneurship courses has exponentially grown. There was a shortage of entrepreneurship instructors, and there was also an increase in demand for training experts of entrepreneurship education. Korea Institute of Startup & Entrepreneurship Development designated graduate schools of entrepreneurship in an effort to train experts of entrepreneurship education. Consequently, graduate schools of entrepreneurship with the objective of training entrepreneurship education experts and developing entrepreneurship education curriculum must contribute not only to training experts but also in establishing effective entrepreneurship education through active research on the content of education. Furthermore, entrepreneurship education institutions of universities that design and operate entrepreneurship education programs must thoroughly review not only the background of instructors such as their characteristics but also whether the course content has been appropriately designed to meet the educational objective. This research has examined the influence of the characteristics of entrepreneurship instructors and contents of education on education performance, entrepreneurship intention, and start-up efficacy. The research sample was students in entrepreneurship courses during the 2016 spring semester in University Y located in Gangwon Province. However, since the research sample is limited to university students in one university, there is a limit in generalizing the research outcomes. For future research, surveys need to be conducted at universities around Korea with courses in entrepreneurship, to compare if results are similar. Such future research will be able to provide more meaningful information in the operation of entrepreneurship education programs. 우리나라 창업교육은 정부의 적극적인 지원정책으로 인해 정부 각 부처 및 산하기관 뿐 아니라 창업관련 민간기관과 대학 등에서 창업교육에 적극적으로 참여하면서 매우 빠르게 성장하고 있다. 청년 창업을 장려하고 있는 정부정책에 의해 대학 내에 창업교육센터가 설치되고 아울러 창업강좌의 수가 늘어남에 따라 대학에서 운영되고 있는 창업교육의 효과성을 살펴보고 창업의지에 영향을 미치는 요인을 분석하고자 하는 시도도 많아졌다. 본 연구는 대학에서 이루어지는 다양한 창업교육 중 창업강좌가 대학생의 기업가정신에 미치는 효과를 강사의 특성, 교육내용, 교육성과, 창업효능감, 창업의지을 중심으로 살펴보았다. 연구는 4년제 대학에 정규 교육과정으로 개설되어 운영되고 있는 창업강좌를 수강하는 대학생들을 대상으로 강의 수강 후 설문조사를 실시하였으며, 17개 과목, 413명의 자료가 최종 분석에 사용되었다. 분석결과 창업교육서비스의 요소 중 강사의 특성은 교육성과에만 정(+)의 영향을 미치고 창업의지에는 유의한 영향을 주지 못하였으나 교육내용은 교육성과와 창업의지 모두에 긍정적 영향을 주는 것으로 나타났다. 이러한 결과는 교육내용이 좋을수록 창업의지가 증가한다는 기존 연구를 지지하고 있다. 한편 창업의지의 선행요인으로 최근 부각되고 있는 창업효능감은 교육성과로부터 정(+)의 영향을 받고 있지만 창업의지에는 유의한 영향을 주지 못하는 것으로 나타나 기존 연구와는 다른 결과를 보여주었다. 본 연구결과는 창업교육의 효과를 높이기 위해 창업강사의 전문성 등의 강사특성도 중요하지만 교육내용을 체계적이고 내실있게 구성하는 것이 무엇보다 중요하다는 것을 시사하고 있다.

The Effect of Entrepreneurship Education on Entrepreneurship Preparation Action of Chinese College Students : Mediating Effects of Entrepreneurial Self-efficacy and Entrepreneurial Intention and the Moderating Effect of Entrepreneurial Environment—

주진화 세한대학교 대학원 2024 국내박사

This study takes the influence of entrepreneurship education on entrepreneurship preparation action as the main research direction, and further studies the mediating effects of entrepreneurial self-efficacy and entrepreneurial intention and the moderating effect of entrepreneurial environment. In order to reflect the scientific rigor, firstly, the theory of planned behavior, the theory of ternary interaction and the theory of self-efficacy were studied, and a large number of literature studies were conducted on each variable and the relationship between them. At the same time, in order to scientifically verify the set research model and established hypotheses, 447 undergraduate students in the third and fourth years of four universities in Shaanxi Province, China, who completed the entrepreneurship courses set by the school, were selected as the respondents of the questionnaire survey. Questionnaires were distributed and collected through the Questionnaire Star platform. After analyzing the valid data collected, the influence relationship between variables was determined, and the mediating effects and moderating effect were verified. The analysis results are as follows. First, entrepreneurship education has a significant impact on entrepreneurship preparation action. Second, entrepreneurship education has a significant impact on entrepreneurial self-efficacy. Third, entrepreneurial self-efficacy has a significant impact on entrepreneurship preparation action. Fourthly, entrepreneurship education has a significant impact on entrepreneurial intention. Fifth, entrepreneurial intention has a significant impact on entrepreneurial preparation action. Sixth, entrepreneurship education has a significant impact on entrepreneurial preparation action through entrepreneurial self-efficacy, and the mediating effect of entrepreneurial self-efficacy is statistically significant. Seventh, entrepreneurship education has a significant impact on entrepreneurial preparation action through entrepreneurial intention, and the mediating effect of entrepreneurial intention is statistically significant. Eighth, entrepreneurship education has a positive moderating effect on entrepreneurship preparation action through entrepreneurial environment. Based on the above research results, this study draws the following inspiration. In China, major universities should strengthen investment in the construction of entrepreneurship education, and carry out targeted construction from both theoretical and practical aspects. Such measures will promote better students' Ability to carry out entrepreneurship preparation action. At the same time, it can also be seen from the results that entrepreneurship education indirectly affects the entrepreneurship preparation action of Chinese college students through the two factors of entrepreneurial self-efficacy and entrepreneurial intention. This shows that Chinese universities have enhanced students' entrepreneurial self-efficacy and entrepreneurial intention through entrepreneurship education, which can have a positive impact on Chinese college students' entrepreneurship preparation action. Moreover, the better the entrepreneurial environment, the greater the significant impact of entrepreneurship education in Chinese universities on entrepreneurship preparation action. Keywords: Chinese College Students, Entrepreneurship Education, Entrepreneurship Preparation Action, Entrepreneurial Self-efficacy, Entrepreneurial Intention, Entrepreneurial Environment

A Study on the Effect of Entrepreneurial Education on Entrepreneurial Intention of Sports Major University Students in China : Instructional Design: A Case Study of Shaolin Kung Fu Courses in Henan University, China

심죽아 세한대학교 대학원 2024 국내박사

The aim of this study is to empirically investigate the effect of entrepreneurial education on the entrepreneurial intention of sports major university students in China, as well as the mediation roles of entrepreneurial passion and motivation. To achieve this, each variable was theoretically examined, interrelationships among them were established, along with their mediation effects, thereby constructed a research model that can be validated. In addition, this study selected students from ten sports universities in Jiangsu Province, China, which include both specialized sports universities and sports colleges within comprehensive universities, all of whom have taken entrepreneurship courses. The research was conducted from May 5, 2023, to September 10, 2023. Surveys were distributed through offline methods, and a total of 624 valid questionnaires were collected. After analyzing the data from the collected survey questionnaires, the hypotheses proposed in this study has been validated. The results are as follows. First, entrepreneurial education had a positive effect on entrepreneurial intention. Second, entrepreneurial passion had a positive effect on entrepreneurial intention. Third, entrepreneurial motivation had a positive effect on entrepreneurial intention. Fourth, entrepreneurial education had a positive effect on entrepreneurial passion. Fifth, entrepreneurial education had a positive effect on entrepreneurial motivation. Sixth, entrepreneurial passion had a mediation effect between entrepreneurial education and entrepreneurial intention. Seventh, entrepreneurial motivation had a mediation effect between entrepreneurial education and entrepreneurial intention. This study comprehensively analyzed the relationships among variables that influence the entrepreneurial intentions of Chinese sports major university students. Currently, the focus on entrepreneurship among Chinese sports major university students is still at a preliminary stage, especially the study of factors influencing these students' entrepreneurial intention, which is almost a blank state. Therefore, the results of this study are expected to provide important practical insights for the entrepreneurship of Chinese sports major university students. Keywords: Sports Major University Students, Entrepreneurial Intention, Entrepreneurial Education, Entrepreneurial Passion, Entrepreneurial Motivation.

The Impact of Digital Entrepreneurship Education on the Digital Entrepreneurial Intention of College Students : Focused on Business Higher Education Institutions in China

CAI AIMIN Pukyong National University 2023 국내박사

중국 예술계열 대학생의 창업교육 경험과 창업의도 간의 구조적 관계 : 창의력과 창업효능감의 매개효과

왕혁 우석대학교 일반대학원 2022 국내박사

Cultivating innovative talents through entrepreneurship education is the goal and trend of China's higher education reform. Creating an entrepreneurial culture by targeting art college students, who emphasize creativity, can be an important driving force for China's flourishing economy. This study aims to explore the factors that influence the willingness of Chinese art college students to start their businesses.    To this end, data were collected from 747 art college students located in Changde City, Hunan Province, to validate the structural equation model. Specifically, based on prior research, a research model was developed between entrepreneurial education, creativity, entrepreneurial self-efficacy, and entrepreneurial intention. Whether the seven paths had significant predictive effects were empirically demonstrated   Based on the validation of the structural equation model, the mediating effect of the model showed that creativity and entrepreneurial self-efficacy had a significant mediating effect on the entrepreneurial intentions of art college students. Secondly, the analysis of the impact of entrepreneurship education demonstrated that entrepreneurship education has substantial effects at multiple levels of higher education in enhancing creativity and entrepreneurial self-efficacy.   This study provides an empirical basis for the impact of entrepreneurship education on the entrepreneurial intentions of art college students in higher education. Therefore, the results of this study suggest that universities should improve the curriculum and evaluation system of entrepreneurship education and enhance support for expanding entrepreneurial opportunities. Specifically, universities should explore programs to develop students' creativity and entrepreneurial self-efficacy. Moreover, systematic and diversified university entrepreneurship education should help art college students obtain effective entrepreneurial skills and become creative talents. 창업교육을 통한 창의적 인재 육성은 중국 고등교육 개혁의 목표이자 트랜드다. 특히 창의력을 강조하는 예술계열 대학생들을 대상으로 창업 문화를 조성하는 것은 중국 경제가 왕성하게 발전하는데 중요한 동력이 될 수 있다. 이에 본 연구의 목적은 중국 예술계열 대학생들의 창업의도에 영향을 미치는 요소들을 탐색하는데 있다. 이를 위해 호남성 상덕시에 위치한 대학교에 재학 중인 예술계열 대학생 747명을 대상으로 데이터를 수집하고 구조방정식모델을 검증하였다. 구체적으로 선행연구를 바탕으로 창업교육, 창의력, 창업효능감, 창업의도 간에 연구모델을 구축하였고, 7가지 경로가 유의미한 예측효과가 있는지를 실증하고자 하였다. 연구결과를 살펴보면, 구조방정식모델의 매개효과를 검증한 결과, 창의력, 창업효능감이 예술계열 대학생들의 창업의도에 유의미한 매개효과를 가지는 것으로 나타났다. 다음으로 창업교육의 영향력을 분석한 결과, 창의력과 창업효능감을 증진하는 고등교육에서의 창업교육은 다차원적인 측면에서 유의미한 효과가 있음이 입증되었다. 본 연구는 대학에서 제공하는 창업교육이 예술계열 대학생들의 창업의도에 미치는 영향에 관한 실증적 근거를 제공했다. 따라서 본 연구결과를 통해 대학은 창업교육의 과정과 평가체계를 보완하고 창업의 기회를 확대할 수 있는 지원을 강화할 것을 제안하였다. 세부적으로 대학은 학생들의 창의력과 창업효능감의 육성 방안을 모색해야 할 것이다. 그리고 체계적이고 다원화된 대학 창업교육을 개발하여 예술계열 대학생들이 실효성 있는 창업역량을 갖춤으로써, 창의적 인재로 거듭날 수 있도록 지원해야 할 것이다.

긍정심리자본이 창업의지에 미치는 영향 : 기업가정신교육 만족도를 중심으로

고유영 국민대학교 글로벌창업벤처대학원 2023 국내석사

긍정심리자본이 창업의지에 미치는 영향 - 기업가정신교육 만족도를 중심으로 - 창업학 석사학위 논문 국민대학교 글로벌창업벤처 대학원, 2023년 고 유 영 지속적인 경제성장과 일자리 창출을 위해 창업은 매우 중요한 역할을 하고 있다. 기업가정신은 기업가 정신교육을 통해 개발할 수 있으며 창업의 성공과 발전에 중요한 역할을 한다. 예비창업가들의 창업의 지와 역량을 개발하는 것은 국가 경제 발전에 큰 기여를 하고 있으며 청년들이 기업가정신을 배우고 창업의지와 역량을 키울 수 있도록 교육적 지원이 필요하다. 최근 창업교육의 중요성이 부각되면서 청 년 대상으로 기업가정정신교육의 수요가 증가하고 있다. 이러한 교육을 통해 창업을 위한 기본적인 지 식과 기술을 습득할 수 있고 이를 바탕으로 창업에 대한 높은 목표와 열정을 가질 수 있다. 그러나 창 업 교육에 대한 연구에서는 이러한 교육의 효과를 측정하는 것이 어렵고 창업의지와 이를 촉진하기 위 한 기업가정신교육의 효과에 대한 연구는 여전히 부족하다. 또한 교육 프로그램의 효과를 검증하기 위 해서는 교육 내용뿐만 아니라 교육을 받는 청소년의 심리적인 측면도 고려해야한다. 따라서 본 연구에 서는 긍정심리자본과 창업의지에 미치는 영향을 탐구 및 관계를 검증하고, 나아가 기업가정신 교육 만 족도가 긍정심리자본과 창업의지 간 관계에서 조절효과를 가지는지에 대한 여부를 검증하고자 하였다. 연구를 위해 총 113명의 기업가정신 교육 프로그램에 참여한 개인들을 대상으로 표본 집단을 수집하 였고 설문 참가자들의 긍정심리자본, 기업가정신교육과 만족도 그리고 창업의지에 대한 결과를 SPSS 28.0을 활용해 측정 항목의 타당성 및 가설 검증을 실시하였고 주요 연구 결과는 다음과 같다. 첫째, 긍정심리자본과 창업의지 간 관계에서 자기효능감과 희망, 회복탄력성이 유의미한 영향이 있는 것으로 검증되었다. 둘째, 기업가정신교육 만족도는 낙관주의와 창업의지 간 관계에 유의미한 조절효과를 나타내었다. 연구 결과에 따르면 긍정심리자본 중 자기효능감, 희망, 회복탄력성이 창업의지에 중요한 요소로 기 업가정신교육 만족도를 매개로 창업자들에게 창업의 의지를 높여주는 것으로 볼 수 있으며, 긍정심리자 본이 영향을 미친다는 것을 제시함으로써 창업을 위해서는 긍정심리자본의 함양이 필요함을 강조한다. 또한 기업가정신 교육에 대한 만족도가 높은 참가자들은 긍정심리자본 수준이 높았으며 이는 창업 의 지를 강화시키는 중요한 요인으로 작용하였다. 연구는 긍정심리자본이 창업의지에 중요한 영향을 미치 고 기업가정신 교육 만족도가 관계를 강화시킨다는 것을 시사 하였다. 창업 교육 프로그램의 개발과 실 행에 있어서 긍정심리자본을 강화하는 요소를 포함하는 것이 중요함을 나타내고 창업을 촉진하고 지원 하는 정책과 프로그램에서 긍정 심리적 요소를 고려하는 것이 중요하다는 점을 강조한다. 연구를 통하 여 기업가정신 교육 및 창업교육의 정책 개발에 있어 시사점을 제공하고 향후 연구에 대한 방향을 제 시하였다. This study explores the relationship between positive psychological capital and entrepreneurial intention, and analyzes the moderating effect of entrepreneurial education satisfaction on this relationship, aiming to contribute to the fields of entrepreneurship education and positive psychology. The purpose of the research is to understand howpositive psychological capital strengthens entrepreneurial intention and the role of entrepreneurial spirit education in this process. For this, a survey was conducted among prospective entrepreneurs and the general public who have experienced various backgrounds in entrepreneurship education, and the results were analyzed using statistical methods. The research methodology involved structural equation modeling (SEM) using data collected from surveys, revealing that individuals with higher positive psychological capital have stronger entrepreneurial intentions, and this relationship is closely associated with high satisfaction in entrepreneurial spirit education. Specifically, the four elements of positive psychological capital - self-efficacy, optimism, resilience, and hope - were identified as key factors directly influencing entrepreneurial intention, and the moderating effect of education satisfaction was also verified. The results indicate that positive psychological capital positively influences entrepreneurial intention, and this effect is strengthened as the satisfaction with entrepreneurial spirit education increases. This study empirically demonstrates the impact of positive psychological capital on entrepreneurial intention, providing important insights for the development and improvement of entrepreneurship education and mentoring programs. It also enhances understanding of how entrepreneurial spirit education programs can enhance the positive psychological capital of prospective entrepreneurs and thereby strengthen their entrepreneurial intention. The research empirically analyzes the impact of the four components of positive psychological capital (self-efficacy, optimism, resilience, and hope) on the entrepreneurial intention of prospective entrepreneurs, and investigates howsatisfaction with entrepreneurial spirit education programs moderates this relationship. These findings emphasize the importance of entrepreneurial spirit education and suggest to curriculum designers and policy makers to develop educational programs that enhance positive psychological capital and increase the satisfaction of the education program. It also suggests that it can contribute to raising awareness among prospective entrepreneurs on how to manage and utilize their psychological capital.