대학생의 창업교육 요구도와 창업의지

다국어 초록 (Multilingual Abstract)

Recently, there has been considerably and increasing interest and zeal for business start-up education in Korea. However, relative to such interest and demand level, business start-up education is still not sufficiently developed. Although a few researchers have attempted to propose an appropriate direction for business start-up education to Korea after analyzing the recent business start-up education in the USA or Japan, there is still a long way to go. Therefore, this study is expected to be offered as a supportive plan or basic data for a business start-up education program in Korean colleges and universities by first reviewing the current business start-up education for college students and then reviewing the demand level for business start-up education and the willingness for starting a business. The results for obtaining such goals include the following.
First, when reviewing the current business start-up education, there were more students who experienced business start-up education than ones who had not experienced business start-up education, and the number of receiving the education was about 1.6 times, and it was proven that they mainly participated in such education during classes at school.
Second, for the demand level for a curriculum for business start-up education, curriculum related to the identification of social opportunities (development of ideas) was in highest demand in the business start-up preparatory phase, and then, curriculum related to the entrepreneurship spirit, business validity analysis, small investment business start-up theory, and successful cases of venture business start-ups showed the next highest demand levels in that order. In the business operation phase after a business start-up, service marketing was in highest demand, and then, curriculum related to internet marketing, consumer behavior analysis theory, market research theory, and e-business showed the next highest demand levels in that order.
Third, for the demand level of business start-up education, the need showed a higher average distribution posting 4.0 points, and approximately 76% wanted to attend the education and preferred to do so at school rather than outside of school. Also, for the need for business start-up education, there were significant differences by residential area, experience of receiving business start-up education, the number of experiences of business start-up education, route of experiencing business start-up education, and the contribution level of business start-up education; and for the demand level of attending business start-up education, there were significant differences by school year, part-time work experience, experience of receiving business start-up education, the number of experiences of business start-up education, and the contribution level of business start-up education.
Fourth, for the willingness of starting a business, it was proven to be over the moderate level of average distribution posting 3.21 points, and for the field for starting a business that they desire to be engaged in, over the half of the respondents desire to start a business in the service field. Also the time for starting a business was proven to be after eight years from graduation. Also, for the preparation of seed money for starting a business, they mainly wanted to fund it by themselves or by a bank loan or government subsidy, and the maximum investment money for a start-up business was proven to be around 0.1 billion won. For the willingness of starting a business, there were significant differences by age, major, residential area, mock job, experience of receiving business start-up education, number of times attending business start-up education, route of experiencing business start-up education, and the contribution level of the business start-up level; for the time of starting a business, there were significant differences by part-time job experience, residential area and the number of experiences of business start-up education; and for the maximum investment money for starting a business, there were significant differences only by school year, residential area, and monthly income level.
Fifth, for the relationship between the business start-up education demand level and the willingness of starting a business, there was a statistical correlation between the need of business start-up education, demand level of attending business start-up education at school, demand level of attending business start-up education outside of school, and the willingness of starting a business. That is, the higher were the need of business start-up education and the demand level, the greater was the willingness of starting a business in the future.
Sixth, for the influence of variables on the willingness of starting a business, there were significant differences in order of major (college of engineering), major (college of business/commerce), number of times receiving business start-up education, contribution level of business start-up education, residential area (Gyeonggi and metropolitan area), monthly income level, mock job (in the service field), mock job (special management), and major (college of science).
The result of the study shows that business start-up education can enhance the willingness of college students to study about starting a business as well as motivate them to start a business. At the same time, it enables them to think about starting a business in a more prudent and considerate manner. Business start-up education is very important as it can promote the motivation of college students to start a business and lead to successful business start-ups. In addition, it is necessary to prepare detailed action plans for expanding and activating classes related to starting businesses in order that students in other fields such as engineering as well as business can be qualified to start a business and be motivated to do so by fully utilizing their specialties.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 배경 및 목적 = 1
• 2. 연구의 방법 및 구성 = 3
• 가. 연구의 방법 = 3
• 나. 연구의 구성 = 3
• Ⅱ. 이론적 배경 = 6
• 1. 창업의 일반적 특성 = 6
• (1) 창업의 개념 = 6
• (2) 창업의 요소와 유형 = 8
• (3) 창업의 결정요인과 성공요인 = 12
• 2. 창업교육의 의의 및 필요성 = 15
• (1) 창업교육의 역사 및 특징 = 15
• (2) 창업교육의 필요성 = 18
• (3) 창업교육과 창업정신 = 19
• 3. 창업교육 현황과 지원동향 = 24
• (1) 미국의 창업교육의 현황 = 24
• (2) 한국의 창업교육의 현황 = 30
• (3) 한국의 창업동향과 요구 = 35
• 4. 선행연구의 고찰 = 38
• Ⅲ. 연구설계 = 42
• 1. 연구모형 = 42
• 2. 연구대상 = 43
• 3. 조사도구 = 43
• 4. 자료분석 = 45
• Ⅳ. 실증분석 = 47
• 1. 조사대상자의 특성 = 47
• 2. 창업교육 실태 = 49
• 3. 창업교육 요구도 = 55
• 4. 향후 창업의지 = 68
• Ⅴ. 결론 = 85
• 1. 요약 = 85
• 2. 제언 = 87
• 참고문헌 = 91
• 설문지 = 95
• ABSTRACT = 103