Cultivating technology-based creative talent through technology start-up education has emerged as an important topic. Despite its importance, it is still staying at the problem-making level, including the need for differentiated education methods for ...
Cultivating technology-based creative talent through technology start-up education has emerged as an important topic. Despite its importance, it is still staying at the problem-making level, including the need for differentiated education methods for start-up education at universities. In fact, serious thinking and related research on systematic teaching methods such as which learning methods are effective in start-up education and how to proceed with start-up education are insufficient at the field of university start-up education. Therefore, the purpose of this study is to suggest the methodology of start-up education by raising questions about how to teach start-up education in universities as a way of upgrading the quality of university start-up education. In particular, the methodology of various start-up education, focusing on technology-based start-up education, is to be investigated and applied to actual college start-up education to verify their effectiveness. Specifically, the procedures for the content, scope and methods of this study are as follows. First, the existing paper on start-up education methodology is quantitatively and qualitatively analyzed. Quantitative analysis is aimed at renowned domestic and foreign academic journals with the keyword of start-up education methodology. Qualitative analysis investigates and analyzes the relevant concepts of various learning methods, such as reverse-progress learning, problem-oriented learning, and application and use cases in other education fields. Second, a case study of each methodology is conducted by applying the education method based on theoretical verification to the actual technical start-up curriculum. Third, based on theoretical verification and case analysis, the proposed study model is analyzed to verify which learning methods are effective for students who are subject to education, such as creativity, problem-solving skills, willingness to start a business, and career choice. Fourth, through individual in-depth interviews with professors who are educational service providers, the existing teaching method and learning effectiveness are compared and the difference in satisfaction with students is reviewed. Finally, the mixed learning method (FL + PBL) is applied to the actual technical start-up education environment to derive feedback and satisfaction of students, performance related to start-up, etc. and present a mixed framework suitable for technical start-up. Through this series of research courses, we can develop methodologies for theoretical education of knowledge and information transfer and differentiated start-up education in traditional ways, and present meaningful implications for the question of how to teach start-up education.