• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.13 no.4
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• pp.49-58
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• 2018

In recent years, various studies have been carried out on various types of entrepreneurship and comparative activities according to policy efforts and support such as the activation of a bachelor's degree in the establishment of a university, and attention has been paid to the fact that the participation and the educational effect of the students may be different depending on the type. The purpose of this study is to investigate entrepreneurial motivation, entrepreneurship, and entrepreneurial intention in the case of experiential entrepreneurship class focusing on the theoretical-oriented general entrepreneurship class, And the effect of entrepreneurship on entrepreneurial intention. The data were collected and empirical analysis was conducted to compare the difference between the two groups. The results of this study are as follows: First, out of the motivation factors of entrepreneurs, entrepreneurship education, achievement desire, human network, self - esteem, etc. We can confirm that the motivation of entrepreneurs is recognized more greatly. Second, the entrepreneurship factor was not significantly different from the perception between experiential entrepreneurship lecture and theoretical entrepreneurship learner. Third, experiential entrepreneurship learner perceived more willingness to start business than theoretical entrepreneurship learner. Finally, among the entrepreneurship motivation factors, among the entrepreneurship education, achievement desire and entrepreneurship factor, the risk sensitivity affects the entrepreneurial will. This study suggests that the direction of entrepreneurial education focused on quantitative expansion and the creation of qualitative effects of entrepreneurship education are needed. In the future, it will provide policy implications for revitalizing experiential entrepreneurship education In addition, it can contribute to the diffusion of research on the effect of entrepreneurship education.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.19 no.3
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• pp.123-138
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• 2024

Experiential social entrepreneurship education offers participants opportunities for active engagement in social entrepreneurial activities. Highlighting the significance of psychosocial experiences within the program, this study examines work meaningfulness discovered in this process as the antecedent to forming social entrepreneurial intention. Furthermore, drawing on social cognitive career theory that emphasizes the role of agency in career decisions, we propose social entrepreneurial self-efficacy as the underlying mechanism and social class as the moderating factor in the relationship between work meaningfulness and social entrepreneurial intention formation. The propositions were tested with a two-wave survey dataset collected among 145 university students taking part in an experiential social entrepreneurship program in South Korea. Our results indicate that work meaningfulness positively affects social entrepreneurial self-efficacy, which subsequently promotes social entrepreneurial intention. Moreover, when participants' social class, measured by either household income or perceived rank, is lower, the positive effect of work meaningfulness on social entrepreneurial self-efficacy as well as intention is amplified. Theoretically, these findings shed light on the crucial role of work meaningfulness in strengthening potential entrepreneurs' agency in the domain of social entrepreneurship, particularly for those from lower classes. Practically, we provide guidelines for designing an inclusive experiential social entrepreneurship program that allows participants to find meaningfulness by realizing their strengths and justifying their prosocial contribution.

• International Journal of Costume and Fashion
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• v.18 no.2
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• pp.29-43
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• 2018

Service-learning is a form of experiential education in which students participate in organized activities and develop a sense of civic responsibility while acquiring content knowledge of the discipline. The purpose of this study was first, to examine the underlying theories and principles of service-learning, and second, to present a case of systemic implementation of problem-based service-learning into a Product Innovation and Management class in higher education. The New Product Development for an E-Commerce Small Business project was developed for a community partner, BevShots, reflecting the needs of the firm, and was tightly woven into the course content. Students' participation in the project had a significant effect on increasing their awareness of the needs in the community and identifying their roles as citizens as well as enhancing their content knowledge learning. The community partner also received benefits for his business by participating in the project. Through this study, we aim to inspire fashion design and merchandising educators to implement service-learning projects/classes in the curriculum.

• Journal of Naturopathy
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• v.8 no.1
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• pp.40-51
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• 2019

Purpose: The purpose of this study was to investigate the satisfaction of school career education activities (Career counseling, Career and career experience, Career camp, Entrepreneurship and entreperneurship experience, Field trips, University or major experience, and Creative experience activities) in Jeonju high school and Gunsan high school students (568 students), and then to analyze career decision-making self-efficacy of its goal selection, job information, problem solving, and future plan by high (a), middle (b), and low (c) groups according to satisfaction level. Methods: After the career counseling training, questionnaires were surveyed. Results: Career decision - making self - efficacy was significantly higher in the a group than in the b & c groups by order of a>b>c group in the goal selection, job information, problem-solving and future plan by the educational satisfaction on career counseling, career and career experience, college or major experience, creative experiential activity classes (p<.001). The average satisfaction level of career camp, and entrepreneurship and creative experience class was a> c> b group order. There was not a statistically significant difference between the a, b, and c groups. Average satisfaction of field trip class showed a>c>b group order, and a group was significantly higher than b & c group. Conclusion: The higher satisfaction of career education shows higher self-determination efficacy of goal selection, job information, problem solving and future plan.