Korean government has been promoting entrepreneurship education of diverse institutions including universities to facilitate the rate of start-up founding and employment. The trend of government-driven entrepreneurial education is not unique to Korea. Although there are some differences, the Chinese government also encourages entrepreneurship education to encourage entrepreneurship, and the growing number of entrepreneurship shows the interest and support of the Chinese government. However, some researchers have questioned whether entrepreneurship education which emphasizes entrepreneurship is limited, in that it is less promising to promote entrepreneurial intention. Still, there are some issues to be solved with the relationship between entrepreneurship education and entrepreneurial intention. Thus, current study is to investigate 347 online survey collected from the students who have completed the entrepreneurship education program from the educational institutions located in Beijing, China, and the entrepreneurship training program from the Incubation Support Team and Creative Economic Innovation Center located in Kangwon Province and Daejeon, The results of the survey are as follows. First, the students' entrepreneurship which measured by desire for success, desire for proactiveness and desiring for taking risks were found to be high, and the entrepreneurial intention was found to be higher. Second, the experience of entrepreneurship and the entrepreneurial environment did not have a significant effect on entrepreneurship and entrepreneurial intention. However, as predicted, entrepreneurial education which emphasizes the practices are generally regarded as more useful than theory class. Interestingly, whether or not the entrepreneurship education has been completed in several times did not affect the entrepreneurship and entrepreneurial intention, but rather the entrepreneurial education contents and methods had a positive effect in accordance with expectations. Finally, although there were no significant differences between China and Korea, the respondents were more likely to be entrepreneurs and entrepreneurs than the Chinese students. Based on these results future direction as well as some suggestions with limitations are presented.
본 연구는 중국의 북경지역에 위치한 교육기관으로부터 창업교육 프로그램을 이수한 수강생들을 대상으로 수집한 347개 온라인 설문조사 자료 및 강원도와 충청남도 대전지역 교육기관으로부터 창업교육 프로그램을 이수한 수강생들을 대상으로 수집한 55개 온라인 설문조사 자료를 이용하여 창업교육과 창업의도간의 관련성을 파악했으며 다음과 같은 분석결과를도출했다. 우선 수강생들이 기업가정신이 높다고 인식할수록 창업의도가 높은 것으로 나타났으며, 예상한 바대로, 적절한 창업교육과 연계되었을 때 창업의도가 더욱 증대되는 것으로나타났다. 다음으로, 이전 창업경험과 창업환경은, 예상과 달리, 기업가정신과 창업의도에유의미한 영향을 미치지 않았고 창업교육이 전반적으로 유용할수록, 이론보다 실천 중심의창업교육의 경우에 기업가정신과 창업의도에 더 긍정적인 영향을 미치는 것으로 나타났다. 흥미롭게도 과거에 창업교육을 여러 번 이수했는지 여부가 창업의도 뿐만 아니라 기업가정신에도 영향을 미치지 않았으며, 오히려 창업교육이 전반적으로 유용할수록, 창업교육 내용과 방법에 대한 기대가 일치할수록 기업가정신과 창업의도에 긍정적인 영향을 미치는 것으로 나타났다. 마지막으로, 비록 중국과 한국의 자료 간에 분석결과에 있어 큰 차이는 나타나지는 않았지만, 응답자들 현황을 살펴보면 한국의 경우가 중국 수강생들의 경우 보다 기업가정신과 창업의도가 전반적으로 높은 것으로 나타났다. 이러한 분석결과에 기초하여 본 연구의 의의와 시사점, 프로그램 설계에 대한 제언과 향후 연구방향에 대해 제시하였다.