The Effects of Embedding-study Oriented Entrepreneurship Educating Program on Participant's Satisfaction and Referring ill

Abstract

This paper assess participant's satisfaction and referring will of embedding study-oriented TEC entrepreneurship program to drive policy implications for domestic entrepreneurship education, such as graduate schools of entrepreneurial management in Korea. The hypothesis test of this research shows that four assumptions given have been accepted among five of them as follows; education content, lecture style, prior knowledge variables with positively correlating to participant's satisfaction and referring will. In particular, the stronger highlights falls on algorithm approach with stressing on iterative and process oriented embedding study relating to education content, case-oriented lecture to lecture style and experience, customer understanding with business plan to prior knowledge.

Recognition Assessment and Structural Equation Model of Participants after Learning Floral Design Courses as Vocational Education

“…Of the three components, the affective component has the biggest impact on the intensity and persistency of attitude (Yu, 2014), and it is strongly associated with assessing an object (Lee et al, 2012). Kim and Yang (2010) and Yang (2010) said that education contents have a positive (+) impact on a participant's satisfaction with education which, in turn, has a positive (+) relation with intent to recommend. Cha and Park (2016) and Yoo et al (2017) suggested that satisfaction with education and intent to persist in education are positively (+) correlated.…”

“…Intent to persist in education has a significant and positive (+) impact on attitude towards education in a direct way. Kim and Yang (2010) and Yang (2010) education contents has a positive (+) impact on satisfaction with education, and that satisfaction with education has a positive (+) relation with intent to recommend. Cha and Park (2016), C. and Yoo et al (2017) suggested that satisfaction with education has a significant and positive (+) influence on intent to persist in education.…”

“…,Seo (2014),Tan et al (2003),Yoo et al (2017) Intent to persist(IN) I am intent on persisting in the courses (x5) ▪ I will recommend the courses to people nearby (x6) ▪ Cha and Park (2016), Jung and Lee (2017), C.,Kim and Yang (2010),Levy (2007),Shin (2003),Oliver (1981), Yang(2010), Yoo et al (2017) Attitude (AT) Necessity of the education program to get a job in the ▪ field of floral design (x7) Value of the education program compared to other ▪ horticulture/floriculture education programs (x8) Importance of the education program to develop Korean ▪ horticulture/floriculture (x9) Lee and Hwang (2013), Lee et al (2012), Secord and Backmand (1969) A theoretical model of participants recognition after learning floral design courses as vocational education. SA=Satisfaction; IN=Intent to persist; AT=Attitude.…”