Research on the analysis and improvement of university entrepreneurship education: Focusing on the Venture and Startup Convergence Major at University D
Authors:   The Korean Career·Entrepreneurship & Business Association, Hong Eunsoon , Nam Jeongmin 
Published: February 2025

This study aims to analyze the current status and problems of university entrepreneurship education, which has been gaining importance as part of recent university policies, and to suggest improvement measures. First, to secure qualitative data and the latest trends in university entrepreneurship education, we analyzed research trends related to university entrepreneurship education conducted from 2022 to the present. We classified the operation of entrepreneurship departments at four-year universities in Korea into three types (venture management department type, convergence major type, and undergraduate department type) according to the form of entrepreneurship education and analyzed their characteristics.
This study focused on the case of the <Venture Startup Convergence Major> at University D, a comprehensive university located in the Seoul metropolitan area, and conducted qualitative research on various stakeholders, including professors, students, educational designers, and school officials, to study the subject design and operation method, subject satisfaction, operation satisfaction, educational effectiveness, and areas for improvement, and to derive improvement directions based on the needs of education consumers and providers.
The analysis results are as follows. First, both instructors and students were generally satisfied with the courses and entrepreneurship education offered. However, it was found that there were difficulties in communication between the instructor and the learner in the subjects conducted 100% as video classes. Second, in many subjects, the business plan was taught as a practical training. Considering the system and hierarchy of courses in the <Venture Startup Convergence Major>, it is necessary to discuss whether there is any overlap in the educational content between courses and to hold regular faculty meetings to provide differentiated content for each course. Third, there were differences in class engagement depending on the level of the learner's involvement in entrepreneurship, and it was found that it was necessary to design courses according to the hierarchy and to learn at the appropriate level depending on the learner's level of understanding of entrepreneurship and the purpose of taking the course. Fourth, I did not necessarily take the entrepreneurship course for the purpose of starting a business. I thought of starting a business as a way to build a competitive career for employment. University entrepreneurship education should play a role as 'essential education that drives employment'. Fifth, to promote entrepreneurship education in universities, it is necessary to change the system to reflect the importance of publicity and the interests and needs of university students, who are the beneficiaries of the education. Finally, university entrepreneurship education should not end with learning to review ideas and write business plans, but should also include policy support to verify ideas and implement them.