사회적기업 창업의도 및 창업행동에 대한 대학 창업교육의 효과 연구

Abstract

The purpose of this paper is to examine the effects of social entrepreneurial educations in the Korean universities on the students’ social entrepreneurial intentions and actual social venture creation activities. Since social enterprises were allowed to be established by law in 2007 in Korea, the number of social economic organizations, including co-operatives, community enterprises and self-support enterprises as well as social enterprises, have increased rapidly. It is time to evaluate the situation in social entrepreneurial educations in universities which are aimed to facilitate social economic organizations and examine whether the educations meet stake-holders’ expectations in terms of education effectiveness. For the purpose mentioned above, this study is based on the two kinds of survey, the one for university level and the other for individual level. The results of the first survey from the answered 24 universities imply that social entrepreneurial educations in the universities seems to remain in initial stage in that they have insufficient teaching and research human resources and less-effective teaching methodology. This situation is in contrast to the fact that most of the universities are well furnished with hardwares and practices regarding entrepreneurial education. The quick transition from education focusing on general knowledge of entrepreneurship to education fostering mind-set of entrepreneurs to enhance students’ entrepreneurial intention and actual venture creation activities. The results of the second survey from the answered 178 university students show that taking social entrepreneurship classes, especially taking two classes, seem to decrease the level of fear of failure while taking those classes may not enhance significantly the level of entrepreneurship held by students. social entrepreneurial educations in the universities seems to remain in initial stage in that they have insufficient teaching and research human resources and less-effective teaching methodology. It means that entrepreneurial education may contribute to decrease the level of fear of failure rather than to enhance the level of entrepreneurship in a short time. Also it is shown that both taking a class and taking two classes increase the level of entrepreneurial intentions and actual venture creation activities. Also the fact that students’ plural classes enrollment have its own positive effects on entrepreneurial intentions and actual venture creation activities recommends universities to enlarge the e ntrepreneurial programs for their students.