서사적 사고와 스타트업 연계 교육: 인문전공 창업·기업가정신 교과 사례를 중심으로

This paper analyzes the case of an entrepreneurship course in the humanities. The course is called Narrative-based Startup Education (NBSE). NBSE integrates entrepreneurship, narrative thinking, and startups in the creative industries. NBSE includes three stages: learning about stories, learning through narrative experiences with entrepreneurs, and learning by creating a new story. Students engage with startups in the creative and cultural industries. They develop narrative thinking skills and create content projects. This paper argues that narrative thinking is effective for understanding and practicing entrepreneurship, which seeks to break down constraints about oneself and the community one belongs to in order to become new, free, and ultimately “emancipated.” In addition, it helps students explain their own life choices in the context of the individual and community to which they relate, thus serving to connect liberal arts knowledge to their lives. The NBSE includes theoretical learning, interactions with entrepreneurs, and student-led creative projects. Each phase consists of specific learning activities aimed at learning about stories, learning through narrative experiences with entrepreneurs, and learning by creating a new story. NBSE fosters an interactive context and sense of community among entrepreneurs, students, and faculty. The effectiveness of project-based learning is enhanced by collaborative and experiential activities. In conclusion, the NBSE proposes a new paradigm that combines the humanities and entrepreneurship with practical, realistic, and up-to-date story-based learning. However, much work remains to be done for a sustainable NBSE. This includes securing faculty and a budget, creating a community program for students and entrepreneurs, and tracking the career research of students who go on to work in the startup.