창업교육과 창업의지의 관계 : 기업가 지향성과 환경적 요인의 조절효과

Abstract

본 연구는 대학에서의 창업교육이 잠재적인 창업가인 대학(원)생들의 창업의지에 미치는 영향을 확인하였다. 지금까지 창업교육의 효과, 창업의지의 영향요인, 창업교육과 창업의지의 관계 등 창업교육과 창업의지에 대하여 많은 연구들이 수행되어 왔다. 그러나 여러 학자들의 많은 시도에도 불구하고 창업교육의 효과에 대한 검증은 미흡한 상황이며 그 결과 또한 혼재되어 있는 상황으로, 특히 창업교육과 창업의지의 관계에 대한 연구 결과는 여전히 상반된 결과를 보이며 이들의 관계를 명확히 밝히지 못하고 있다. 또한 창업교육과 창업의지의 관계에서 조절요인은 이들의 관계를 보다 명확하게 하는 중요한 역할을 한다. 따라서 창업교육과 창업의지의 관계를 더 잘 이해하기 위해서는 조절요인에 의한 효과를 확인하는 것은 필수적이라고 할 수 있다. 하지만 창업교육과 창업의지의 관계를 조절하는 요인에 대한 연구는 인구통계학적 특성, 자기효능감, 경력지향성 등을 확인하는 연구가 다수 존재하였으나 그 결과는 혼재되어 있으며, 특히 개인의 심리적 특성을 대변하는 기업가 지향성에 대해서는 주로 영향요인으로만 파악되었을 뿐 조절효과를 검증한 연구는 시도되지 않았다. 본 연구는 창업의지의 영향요인으로서 창업교육이 창업의지에 미치는 영향을 확인하고, 창업교육과 창업의지의 관계를 조절하는 새로운 요인을 밝히고자 하였다. 이를 위해서 다음과 같은 주요 연구 질문을 제시한다. 첫째, 창업교육 수강 여부는 창업의지에서 차이를 나타내는지, 둘째, 창업교육과 창업의지는 긍정적인 관계가 존재하는지, 마지막으로 기업가 지향성 및 환경적 요인에 의해 창업교육과 창업의지의 관계가 달라지는지 그 조절효과를 검증하고자 한다. 본 연구의 연구모형을 검증하기 위하여 우리나라의 대표적인 이공계 대학인 서울대, 한양대, KAIST의 이공계열에 재학 중인 대학생 및 대학원생 265명이 응답한 설문을 독립표본 T-test 및 위계적 회귀분석을 통해 분석하였다. 우선 창업교육과 창업의지의 관계를 검증하고, 창업교육과 창업의지의 관계에서 기업가 지향성과 환경적 요인의 조절효과를 확인하였다. 기업가 지향성은 혁신성, 위험감수성, 진취성 및 통제위치로 분류하였고, 환경적 요인은 기업가적 가정환경과 자원접근성으로 구분하여 측정하였다. 분석 결과, 창업교육의 수강 여부는 창업의지에서 차이를 보여 창업교육을 수강한 학생들의 창업의지가 더 높은 것으로 나타났으며, 창업교육은 창업의지에 긍정적인 영향을 미쳐 창업교육을 수강하면 창업의지가 높아지는 것으로 나타났다. 또한 조절효과에 대한 검증 결과, 기업가 지향성 중에서 혁신성, 위험감수성 및 진취성과 환경적 요인 중에서 기업가적 가정환경의 유의미한 조절효과를 확인할 수 있었다. 혁신성과 진취성이 높을수록 창업교육의 창업의지에 대한 영향력이 더 커지는 상승적 조절효과를 발생시킨 반면, 위험감수성이 높을수록 창업교육의 창업의지에 대한 영향력은 감소하였고, 기업가적 가정환경의 존재도 창업교육의 창업의지에 대한 영향력을 감소하는 완충적인 조절효과가 확인되었다. 본 연구의 결과는 이론적 및 실무적으로 중요한 시사점을 제공하고 있다. 첫째, 창업교육과 창업의지가 긍정적인 관계를 가진다는 것을 실증 분석을 통해서 확인함으로써 창업교육과 창업의지의 긍정적인 관계를 주장한 기존 연구들에 대한 또 하나의 근거를 제시하고 이론적 기반을 제공하였다. 둘째, 기존 연구들에서는 다루지 않았던 기업가 지향성, 기업가적 가정환경, 자원접근성이라는 조절변수를 실증을 통해 확인함으로써 새로운 형태의 조절변수를 확인하였다는 것이다. 이것은 창업교육과 창업의지의 관계를 규명하기 위해서는 조절요인의 추가적인 확인 및 확장에 대한 필요성을 제시하고 있으며, 또한 본 연구에서 제시한 조절요인의 효과에 대한 다양한 실증 연구들의 추진을 기대할 수 있다. 셋째, 본 연구의 결과는 학생들의 창업의지의 향상을 위해서 창업교육이 필수적이며 중요한 역할을 수행한다는 것을 입증하였다. 따라서 학생들에게 창업을 독려하고 장려할 수 있도록 다양한 형태의 창업교육을 마련하고 운영함으로써 학생들의 창업의지 향상은 물론 나아가 실질적인 창업을 활성화시킬 수 있는 계기를 제공하여야 한다. 넷째, 본 연구에서 확인한 창업교육과 창업의지의 관계에서 기업가 지향성과 환경적 요인에 대한 조절효과의 결과는 현재 실시되고 있는 창업교육에 대한 변화의 필요성을 제시하고 있다. 기업가 지향성, 환경적 요인 등 교육받을 학생들의 특성을 사전에 정확히 파악함으로써 학생들의 특성에 부합하는 교육과정 및 내용을 개발하고, 이러한 맞춤식 교육과정을 제공하여 학생들의 창업의지를 더욱 함양하고 실제로 성공적인 창업으로 연결될 수 있도록 하여야 한다.|This study attempts to empirically examine the influence of entrepreneurship education in university on entrepreneurial intentions of undergraduate and graduate students as potential entrepreneur. Although many researchers conducted a study on the relationship between entrepreneurship education and entrepreneurial intentions, empirical studies are still scarce and results are mixed. Also, moderators play very important role in the relationship between entrepreneurship education and entrepreneurial intentions. Moderators help understand the relationship between entrepreneurship education and entrepreneurial intentions clearly. There are many studies on moderating effects of the relationship between entrepreneurship education and entrepreneurial intentions. These studies examined several moderating factors including demographic characteristics, self-efficacy, career-orientation, etc. However, studies on moderating effects of personal psychological characteristics are insufficient until the present. Especially, entrepreneurial orientation(EO) that is one of representative personal psychological characteristics doesn’t examine moderating effect on the relationship between entrepreneurship education and entrepreneurial intentions. We suggested EO and environmental factors as new moderating factors in the relationship. In this study, EO consists of innovativeness, risk-taking propensity, proactiveness and locus of control, and environmental factors are classified into entrepreneurial family background and resource accessibility. The purpose of this study is to examine the impact of entrepreneurship education on entrepreneurial intentions and to identify new moderating factors on the relationship between entrepreneurship education and entrepreneurial intentions. For the purpose of this study, the following research questions are raised : First, is there a significant difference in entrepreneurial intentions of enrolled and unenrolled students in entrepreneurship education? Second, does entrepreneurship education affect entrepreneurial intentions positively? Finally, do EO and environmental factors have moderating effects in the relationship between entrepreneurship education and entrepreneurial intentions? We proposed seven hypotheses over main effect and moderating effects through comprehensive reviews. In order to test our research model, the current study collected data from 265 undergraduate and graduate students who are majoring in natural sciences or engineering in Seoul National Univ., Hanyang Univ., and KAIST. To investigate our research questions and hypotheses, independent-sample T-test and hierarchical regression analysis were employed, and the age, academic background, university and level of household income were controlled in the model. The results of empirical analysis revealed that entrepreneurship education positively related to entrepreneurial intentions and that the relationship between entrepreneurship education and entrepreneurial intentions was moderated by EO and environmental factors. First, the result showed the significant difference in entrepreneurial intentions between enrolled and unenrolled students in entrepreneurship education. Entrepreneurial intentions of students who enrolled entrepreneurship education were higher than others. Second, entrepreneurship education affected entrepreneurial intentions positively. This result showed that entrepreneurial intentions were increased by the participation in entrepreneurship education. Finally, the moderating effects of innovativeness, risk-taking propensity and proactiveness among the investigated four EO were significant. The relationship between entrepreneurship education and entrepreneurial intentions was even stronger under high innovativeness and high proactiveness. But risk-taking propensity decreased the effect of entrepreneurship education on entrepreneurial intentions. Moderating effect of locus of control was not significant. The relationship between entrepreneurship education and entrepreneurial intentions was significantly moderated by entrepreneurial family background among the investigated two environmental factors. Moderating effect of entrepreneurial family background reduced the effect of entrepreneurship education on entrepreneurial intentions like risk-taking propensity of EO. But resource accessibility was not significant. The findings of this study can be contributed theoretically and practically. This study have theoretical implications as follows. First, this study that empirically examine the positive influence of entrepreneurship education on entrepreneurial intentions is providing theoretical basis for previous studies that support the positive relationship between entrepreneurship education and entrepreneurial intentions. Second, this study found new types of moderators that are EO and environmental factors. These findings can expect future researches that empirically examine our moderators once more and identify new types of moderators that prior research has not addressed. And we hope the findings of this study can help provide practical insights for entrepreneurship education. The entrepreneurship education plays an important role in order to cultivate entrepreneurial intentions. Therefore, we emphasize that it is to give students more opportunities of entrepreneurship education to develop entrepreneurial intentions. Finally, universities need to develop and offer new courses and contents of entrepreneurship education that is reflected students’ characteristics like EO and environmental factors. We expect that these courses can cultivate students’ entrepreneurial intentions and further more can help establish successful new venture.; This study attempts to empirically examine the influence of entrepreneurship education in university on entrepreneurial intentions of undergraduate and graduate students as potential entrepreneur. Although many researchers conducted a study on the relationship between entrepreneurship education and entrepreneurial intentions, empirical studies are still scarce and results are mixed. Also, moderators play very important role in the relationship between entrepreneurship education and entrepreneurial intentions. Moderators help understand the relationship between entrepreneurship education and entrepreneurial intentions clearly. There are many studies on moderating effects of the relationship between entrepreneurship education and entrepreneurial intentions. These studies examined several moderating factors including demographic characteristics, self-efficacy, career-orientation, etc. However, studies on moderating effects of personal psychological characteristics are insufficient until the present. Especially, entrepreneurial orientation(EO) that is one of representative personal psychological characteristics doesn’t examine moderating effect on the relationship between entrepreneurship education and entrepreneurial intentions. We suggested EO and environmental factors as new moderating factors in the relationship. In this study, EO consists of innovativeness, risk-taking propensity, proactiveness and locus of control, and environmental factors are classified into entrepreneurial family background and resource accessibility. The purpose of this study is to examine the impact of entrepreneurship education on entrepreneurial intentions and to identify new moderating factors on the relationship between entrepreneurship education and entrepreneurial intentions. For the purpose of this study, the following research questions are raised : First, is there a significant difference in entrepreneurial intentions of enrolled and unenrolled students in entrepreneurship education? Second, does entrepreneurship education affect entrepreneurial intentions positively? Finally, do EO and environmental factors have moderating effects in the relationship between entrepreneurship education and entrepreneurial intentions? We proposed seven hypotheses over main effect and moderating effects through comprehensive reviews. In order to test our research model, the current study collected data from 265 undergraduate and graduate students who are majoring in natural sciences or engineering in Seoul National Univ., Hanyang Univ., and KAIST. To investigate our research questions and hypotheses, independent-sample T-test and hierarchical regression analysis were employed, and the age, academic background, university and level of household income were controlled in the model. The results of empirical analysis revealed that entrepreneurship education positively related to entrepreneurial intentions and that the relationship between entrepreneurship education and entrepreneurial intentions was moderated by EO and environmental factors. First, the result showed the significant difference in entrepreneurial intentions between enrolled and unenrolled students in entrepreneurship education. Entrepreneurial intentions of students who enrolled entrepreneurship education were higher than others. Second, entrepreneurship education affected entrepreneurial intentions positively. This result showed that entrepreneurial intentions were increased by the participation in entrepreneurship education. Finally, the moderating effects of innovativeness, risk-taking propensity and proactiveness among the investigated four EO were significant. The relationship between entrepreneurship education and entrepreneurial intentions was even stronger under high innovativeness and high proactiveness. But risk-taking propensity decreased the effect of entrepreneurship education on entrepreneurial intentions. Moderating effect of locus of control was not significant. The relationship between entrepreneurship education and entrepreneurial intentions was significantly moderated by entrepreneurial family background among the investigated two environmental factors. Moderating effect of entrepreneurial family background reduced the effect of entrepreneurship education on entrepreneurial intentions like risk-taking propensity of EO. But resource accessibility was not significant. The findings of this study can be contributed theoretically and practically. This study have theoretical implications as follows. First, this study that empirically examine the positive influence of entrepreneurship education on entrepreneurial intentions is providing theoretical basis for previous studies that support the positive relationship between entrepreneurship education and entrepreneurial intentions. Second, this study found new types of moderators that are EO and environmental factors. These findings can expect future researches that empirically examine our moderators once more and identify new types of moderators that prior research has not addressed. And we hope the findings of this study can help provide practical insights for entrepreneurship education. The entrepreneurship education plays an important role in order to cultivate entrepreneurial intentions. Therefore, we emphasize that it is to give students more opportunities of entrepreneurship education to develop entrepreneurial intentions. Finally, universities need to develop and offer new courses and contents of entrepreneurship education that is reflected students’ characteristics like EO and environmental factors. We expect that these courses can cultivate students’ entrepreneurial intentions and further more can help establish successful new venture.