• Korean Architects
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• no.11 s.117
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• pp.42-46
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• 1978

본란은 각대학교 건축공학과를 순방 건축과 연혁ㆍ교수 명단 교과목,졸업년도별배출인원,졸업생작품 및 년예전시작품등을 수록 앞으로 배출되는 건축학도들의 사회참여에 길잡이 역할을 하자는데 그 목적을 두고 원고 선착순으로 게재함을 알립니다.

• Journal of the Korea Institute of Building Construction
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• v.3 no.4
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• pp.53-55
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• 2003

과거의 대학교육이 교수 중심의 공급자 중심이었다고 한다면 미래의 교육은 수요자 중심의 교육, 즉 학생 중심의 교육이 되어야 한다는 논의가 무성하다. 또한 교육과정을 이수하고 졸업한 학생을 채용하는 기업이 바라는 교육의 내용이 무엇인지를 아는 것은 매우 중요하며 공학인증제도의 도입노력과 연관된다. 즉 회사가 채용한 대학 졸업생의 실력을 통하여 대학의 교육성과를 최종수요자인 회사가 평가하여 그 결과를 대학의 교육과정에 피드백하는 것이 공-학인증제도의 취지이다. 그러므로 회사가 원하는 졸업생의 능력을 갖추도록 대학교육의 커리큘럼을 구성하는 것이 바람직하고 그렇지 못한 대학은 채용에 있어서 불이익을 받을 것이다. (중략)

• Proceedings of the Korean Institute of Building Construction Conference
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• 2008.05a
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• pp.123-126
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• 2008

The construction industry highly depends on each specialized manager which is essential to successful project. However, a new employee, who has just graduated from architectural engineering college, is requested additional education for 1~2 years such as On-the-Job-Training (O.J.T) to perform his/her professional job in construction site. It is wasteful for both construction company and the employee in terms of time and cost. The purpose of this paper is to investigate the required abilities and analyze the gap of demanded abilities between field managers and students. To collect data for analysis, questionnaire which uses Likert Scale has been performed to both parts. As a result, the analysis show that the graduate's abilities related to field experience get especially low degrees in compare with non-field experience factors. These results will contribute architectural engineering education in college to make more realized.

• Journal of Engineering Education Research
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• v.2 no.1
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• pp.39-50
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• 1999

In recent globalization era, Korean architectural education and profession are emerging as the fields with serious problems. There are two major reasons. One is an internal factor caused by Ministry of Education's full scale shift from department to faculty system. Due to the drastic change in this system, most of schools have serious difficulties to deliver the proper professional education. And the other is an external factor. In WTO era, Union of International Architects has adopted $\ulcorner$UIA Accord on Recommended International Standards of Professionalism In Architectural Practice$\lrcorner$. According to the education section of the Accord, it requires 5 years of professional education in the accredited school. So, if it is formally adopted in the Beijing Congress, which is scheduled to be held in June 1999, we may face very serious problems in architectural education. As mentioned above, with the present education system it is believed not easy to meet their new criteria. Within the present system, which does not have any mandatory relationship with professional licence, students might go on to diverse fields such as architectural design, structural engineering, construction management and building equipment engineering. However, if UIA Accord and Engineering Accreditation are required at the same time, it will not be easy to meet their new criteria with present architectural education system. The goal of this paper is to suggest the models to meet the standards of international community while keeping the strengths of existing systems.