For more details on the courses, please refer to the Course Catalog
| Code | Course Title | Credit | Learning Time | Division | Degree | Grade | Note | Language | Availability |
|---|---|---|---|---|---|---|---|---|---|
| CON3020 | Application of consumer quantitative research method | 3 | 6 | Major | Bachelor | 3-4 | Consumer Science | Korean | Yes |
| Data analysis via liear models and logistic regression. Provides preparation for more advanced cources in big data analysis. Statistical software is integrate into the course. | |||||||||
| EPN2004 | Launching a Startup Venture | 3 | 6 | Major | Bachelor | 1-4 | Korean | Yes | |
| This course provides tomorrow's entrepreneurs with the tools to launch a successful new business in a global marketplace, following the logical development process: from initial idea, to developing and testing a business model, to designing a business and preparing for growth. This class deals with the foundations of entrepreneurship and the main entrepreneurial activities such as developing and testing of a new business model through feasibility analysis. Students will also learn how to plan for nurturing an effective, scalable startup organization. | |||||||||
| EPN2006 | Entrepreneurial Competencies and Innovation | 3 | 6 | Major | Bachelor | 1-4 | Korean | Yes | |
| This class allows students to explore entrepreneurial mindset and competencies where concepts are practiced and applied to actual context. This class defines entrepreneurial competencies as consisting of five components - "starting with why" "working with empathy" "getting validated and iterate" "enabling innovation" and "collaborating to grow." Workshops and dialogue sessions are main pedagogical tools and therefore students are expected to actively invovled in the learning process as self-directed learners. | |||||||||
| EPN2007 | Startup Accounting | 3 | 6 | Major | Bachelor | - | No | ||
| Learn the basics of accounting knowledge that is essential for managers of star-up companies. It covers financial accounting for financial reporting and analysis, cost and managerial accounting for business plan and cost analysis, and tax accounting for tax reporting and tax strategy, so that the comprehensive understanding of accounting can be achieved. | |||||||||
| EPN2008 | Team Learning for Entrepreneurship | 3 | 6 | Major | Bachelor | - | No | ||
| The purpose is to provide integrated learning experience in order to maximize learning effectiveness for team entrepreneurship education. This class is designed according to the Team learning theory by Peter Senge and the knowledge creating company by Nonaka. By taking this class, students will develop self-identity as a team learner in the context of team entrepreneurship. Students are recommended to enroll this class along with the other three core classes for the major. | |||||||||
| EPN2011 | Fundamentals of Team entrepreneurship | 3 | 6 | Major | Bachelor | Korean | Yes | ||
| This class is offered for those who participate in team entrepreneurship programs developed according to MTA Change Maker Lab or Tiimiakatemia Methods (TM) in general. | |||||||||
| EPN2012 | Advances in Team entrepreneurship | 3 | 6 | Major | Bachelor | - | No | ||
| This class is offered for those who participate in team entrepreneurship programs developed according to MTA Change Maker Lab or Tiimiakatemia Methods (TM) in general. Those who enroll in these programs for the 2nd time must register for this class. | |||||||||
| EPN3001 | Community Problems and Start-up | 3 | 6 | Major | Bachelor | 2-3 | Korean | Yes | |
| This class aims to facilitate students’ capacity to analyze community problems and develop start-up topics and model based on community. In particular, this class consists of definition of community problems, analysis of community capacity, development of start-up for solving community problems, and implement of start-up based on community. This class has expectations as follows: 1. Students learn how to analyze community problems. 2. Students learn how to develop community-based start-up. 3. Students learn how to combine community capacity and start-up. 4. Students leanr how to realize ideas of community start-up into community. | |||||||||
| EPN3002 | Product/Service Development for Startups | 3 | 6 | Major | Bachelor | Korean | Yes | ||
| In this lecture the focus will be to learn about the product development and service design methodology for students preparing start-up or learning entrepreneurship – different approaches that classical product development lean to big company environments. This lecture has evolved into a discipline that can be treated from both Product design and service design. As a practical discipline student will learn about trends and background knowledges. 1. Hyperconnectivity leads customer needs to variety , plentifully and realtime Hyperconnectivity is one of core drivers for leading the 4th industrial revolution and it has been reflected from recent trends. Those reason support that classical theories has a limitation for coping with the trends. 2. Activating Start-up trends and intrapreneurshipActivating Start-up trends will argue that something similar is now happening in the virtual realm: an entrepreneurial explosion. Based on background trends, a new methodology is thoroughly prepared to control start-up. 3. Low-Improvement-Driven Opportunity Entrepreneurial Activity 4. The rise of new methodology for Sustainable product and service designThe new product and service design process is required to cope with post-Fordism effectively. | |||||||||
| EPN3006 | Entrepreneurship Startup Field Practice 1 | 3 | 6 | Major | Bachelor | - | No | ||
| This course is a curriculum that recognizes Startup Activity as a credit.This course is recognized as a credit when it is possible to achieve the learning goal through establishment. Only students who start-up can take classes. Only students who are approved according to the procedures of the school can take courses in the field trips. Be sure to check the requirements and procedures before taking this course. | |||||||||
| EPN3007 | Entrepreneurship Startup Field Practice 2 | 6 | 12 | Major | Bachelor | - | No | ||
| This course is a curriculum that recognizes Startup Activity as a credit.This course is recognized as a credit when it is possible to achieve the learning goal through establishment. Only students who start-up can take classes. Only students who are approved according to the procedures of the school can take courses in the field trips. Be sure to check the requirements and procedures before taking this course. | |||||||||
| EPN3009 | Global Social Entrepreneurship | 3 | 6 | Major | Bachelor | Korean,Korean | Yes | ||
| This class is to use UN's SDG (sustainable development goals) for wicked problems to provide students a global perspective on social entrepreneurship. Based on simulation games and case studies, students develop deep empathetic capability to understand the hardship of people living in less developed countries. Students focus on a specific country of their choice and deep dive on the one area of UN SDG by defining a problem and finding solutions with validation plans so that these solution ideas can be verified later outside the class. | |||||||||
| EPN3011 | Social Venture Capstone Design | 3 | 6 | Major | Bachelor | - | No | ||
| In this class, students challenge the real problems faced by social ventures. For this, students learn how to collect analyze data from the field in order to identify the problems in an accurate and complete way. They have an opportunity to collaborate with the social ventures participating and have their ideas implemented. They also experience how social impact by their projects can be measured. | |||||||||
| EPN3012 | Entrepreneurship for Active Citizens | 3 | 6 | Major | Bachelor | Korean | Yes | ||
| Through this course, students expect to understand not only themselves but also the people around them. Moreover, they would understand how their culture has been forming and changing. In the class, students would participate the dialogue and we expect the dialogue helps student to develop key leadership skills such as listening and sharing opinions. Also, the students will spend time looking at the assets and resources in their communities to get the insights which could bring a positive social change. Then, students would have a chance to develop and implement a social action project to make the positive change to the communities, using the skills which the students have learned through the course. | |||||||||
| EPN3013 | Empathy-based Value Proposition Design | 3 | 6 | Major | Bachelor | Korean | Yes | ||
| How to use empathy to create business people love: Human-centered empathy is the process of discovering the hidden needs of customers and designing business value propositions based on qualitative research. Deepen understanding through the empathize phase of design thinking about the customer's problem and verify problem-solution fit. The value proposition design process involves learning and executing projects on the customers' problem. In this course, you will implement the empathy-based value proposition design process in three steps: 1. Define a real problem that needs to be deeply understood what happen to customers through Empathize phase in design thinking. 2. Find out all about customers: what kind of person he/she is, what problems he/she has, and what needs he/she has through qualitative research. 3. Once you know who your customers are, verify problem-solution fit to create the most valuable solution for them. | |||||||||