Recognition and Preference for Fashion Specialist

패션스페셜리스트에 대(對)한 인식(認識)과 선호(選好)

The purpose of this study is to analyze the recognition of and the preference for a fashion specialist among students from 4-year and 2-year colleges in Taegu, in order to provide basic data for the effective management methods for the students. The objects of the survey were students in Taegu and Kyungbuk province; 287 students from 4-year colleges and 430 students from 2-year colleges, making the total of 717 students. The survey tool was a questionnaire, which consists of 7 general questions, 7 major curriculum related questions, and 6 questions regarding the information about a fashion specialist, and students career plan. It also contains 3-level Licurt type questionnaire on the recognition of and the preference for a fashion specialist from 20 professional fields. SPSS is used for frequency, percentage, average, standard deviation, $x^2$-test and ANOVA. The results of this study are as follows: 1. The students' motivation in choosing their major as clothing and fashion design was out of independent career plan (86.7%). They were quite content with their major but were unsatisfactory with the current curriculum. 2. The subjects students thought necessary in preparing to be a fashion specialist were pattern, clothing construction (40.1%), clothing design (33.7%), and fashion marketing (18.9%). The answer to the question about the most important subject in the future was fashion marketing (57.2%). 3. What students consider most in choosing a job was aptitude and ability (70.8%). The most preferable clothing types that students want to work with after graduation were womens clothing (52.1%) and wedding dress (18.1%). 4. The means of getting information on a fashion specialist were magazines or broadcasting (72%) and school lectures (20.6%), and there was a significant deference among colleges. 5. Fashion coordinator was the highest recognized specialist (2.64) and the lowest was fashion converter (1.23) among other fashion specialists. 4-year college students had higher recognition in all areas (20 areas) than 2-year college students, and there was a significant deference among colleges in 20 areas.