• International Commerce and Information Review
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• v.2 no.1
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• pp.97-113
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• 2000

본 논문에서는 사이버무역의 활성화를 위한 산학협력 방안을 제시하기 위하여 무역업무의 새로운 패러다임인 무역자동화, 인터넷의 등장, 무역업무의 사이버화를 다루며, 사이버무역의 현황 및 전망에서는 사이버무역이 실제 무역업무에서 어느 정도 사용되고 있으며 사이버무역의 전망을 살펴보고 사이버무역의 발전가능성을 타진하여 사이버무역의 활성화를 위한 산학협력방안을 제시한다. 특히 산학 협력을 위한 방안중의 하나로 대학과 업체의 중계회사를 두어 대학에서 이를 운영하고 관리하여 업체에서 필요한 지식과 기술을 교과과정에 적용하고 이러한 교과과정을 통한 교육을 실시하여 업체에서 필요한 인력을 제공할 수 있도록 한다. 아울러 산업자원부 및 무역협회의 사이버무역인력 양성 프로그램과 호흡을 맞춰 산학협력을 위한 무역회사를 운영하고 이를 통한 이론과 실무를 함께 교육할 수 있는 기반을 마련하여 21세기 사이버무역의 기반을 제공 하고자 한다. 본 연구의 모델인 S사는 2000년 4월 설립된 회사이므로 부족한 점들이 많이 있어 이를 기반으로 산학협력을 위한 한 모델링(modeling)을 제시한다는 것이 다소 무리가 있지만, S사를 운영하면서 이를 통한 무역업체에서 요구하는 인력 및 교과과정의 조율을 통하여 미비하지만 사이버무역의 활성화에 일조하고자 하는 바램이다.

• The Journal of the Convergence on Culture Technology
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• v.6 no.4
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• pp.95-101
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• 2020

This study aims to investigate the current status of the operation system of the curriculum support extra-curricular program, focusing on the extra-curricular program operation system of other universities, and suggest the desirable operation system and performance management plan of the extra-curricular program in cultural education. To this end, the analysis of the extra-curricular program operation system of eight four-year universities in the Seoul metropolitan area was conducted on the existence of core competencies, computer systems and extra curricula program guides, credit-linked and mileage scholarship programs, and the analysis focused on the characteristics, merits and demerits of each university's operating system. It was also intended to propose the desirable operation system and performance management plan of the extra curricula program in liberal arts education, focusing on the operation system of the extra curricula program of E University and the corresponding performance management. Conclusion To operate the extra curricula program efficiently, the computer system and the extra curricula program guide, credit link and mileage scholarship system should be introduced. In addition, the analysis of the operation system of the curriculum support program of E University shows that E University operates systematically with the direction of operation of the core competency-based curriculum support extra-curricular program, and the performance management of the extra curricula program of E University is carried out through the EU-TQM System Integrated Management System.

• The Journal of the Korea Contents Association
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• v.22 no.5
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• pp.685-696
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• 2022

This study explores convergence curriculum for design and data science, and applies data science knowledge on undergraduate design classes for designer's data literacy. First, related studies about data literacy education for non-data science major's, and data driven design project cases are explored, then design competency and data competency based on NCS are studied. Then this study developed 3 step design-data convergence curriculum model for designers' data literacy. The curriculum model is applied on case study classes, which are Big data and UX design(2) classes. The learning results and student's feedback of the case study classes are collected and analyzed to prove the design-data convergence curriculum, and the results provide findings and implications of the design-data convergence class case study.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.411-418
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• 2021

In this study, in order to analyze the AI convergence education courses of 38 graduate schools of education, the analysis frame was constructed in terms of basic subject classification, content field of subject, and detailed subject composition by field. And as a result of analysis through this frame, it was found that the number of subjects currently operated by these graduate schools of education is very different from 14 subjects to 48 subjects. Therefore, it was judged that it was urgent to develop a standard curriculum for the AI convergence education major operated by each graduate school of education for the same purpose. The AI Convergence Education Major, which was established for the same purpose and operated in different forms, will eventually produce teachers with different competencies, so there is a risk of bringing confusion to the direction of AI Convergence Education in the school field.

• Journal of Korean Home Economics Education Association
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• v.26 no.3
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• pp.69-89
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• 2014

The purpose of this paper was to understand the outlines of 1) common and free curricula implemented by the first pilot schools and 2) Home Economics related programs from both curricula. This study analyzed the 42 reports from the first pilot schools which implemented the free learning semester in 2013. The results showed that more than half of schools set two or more emphasis models of the free learning semester. In 15 out of 28 schools, the lesson hours of Home Economics were reduced by one to three hours. Various common curricula were implemented in many aspects of teaching-learning methods, curriculum, evaluation, and subject related career lessons. Free curriculum was implemented in four areas such as career exploration, student optional program, club activity, and art sports activity. In common curriculum, Home Economics was carried out in 17 out of 39 schools. The Home Economics class included subject related career lessons and improvement of teaching- learning methods. Various interesting activities and programs as a free curriculum were implemented in career exploration, students' optional program, and club activities in 38 schools. The most frequently implemented was the activity program related to food and nutrition. Further research was proposed to develop students' optional programs related to Home Economics subject, responding to their needs.

• 한국벤처창업학회:학술대회논문집
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• 2018.04a
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• pp.123-125
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• 2018

본 연구는 우리나라 대학의 창업교육센터(Entrepreneurship Education Center)에 대한 조사를 수행하여 선행 조사DB와 비교 분석하였다. 창업교육센터 실태조사를 바탕으로 대학별 정량적 정성적 지표를 측정하여 상위그룹과 하위그룹의 구분하고 두 집단의 차이점과 성공운영 요인을 분석하였다. 창업교육센터의 일반 현황과 특성, 교직원(교수자수, 교원창업자수), 교과목(과목, 수강인 원수), 학내외 프로그램(창업동아리, 창업경진대회, 창업캠프), 재정운영(예산, 전담인력) 등의 계량 지표는 대학정보공시(대학 알리미)와 중앙일보 대학평가 DB를 기초하여 조사하였다. 그리고 운영상의 문제점, 센터의 성과측정 항목 등 정성지표는 창업교육센터장을 대상으로 설문 조사하였다. 또한, 국내 창업교육센터의 표본특성을 살펴본 후 상위그룹과 하위그룹의 차이를 규명하여 상위그룹이 보유하고 있는 인적 물적 역량과 프로그램의 분석하여 창업교육센터의 활성화 방안을 제시하였다. 본 연구는 교육부의 "산학협력 선도대학(LINC) 육성사업 (2012년~2106년)"에서 창업교육을 총괄 지원하기 위해 2012년 대학에 설치된 전담조직인 61개 창업교육센터의 성과를 분석하고 대학평가에서 상위 순위에 있는 대학 그룹들의 차이점을 도출하는데 의미가 있다. 또한 2017년에 새롭게 지정된 LINC+ 사업 ('17년~) 창업교육 분야의 정책적 시사점을 제시한다. 본 연구의 목적을 달성하기 위해 문헌연구와 창업교육센터 운영에 대한 구조적 설문지를 개발하여 실태를 분석하였다. 이 결과는 창업교육센터의 효율적 운영을 위해 대학교직원 연구자 공무원 학생 및 창업교육센터를 포함한 창업지원 기관의 이해 관계자에게 향후의 발전을 위한 자료로써 의미가 있을 것이다.

• Journal of Korean Library and Information Science Society
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• v.42 no.1
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• pp.205-223
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• 2011

This study is to suggest the ways to make the education in Library and Information Science more professional and more practical by going through the problems in the curriculum of Library and Information Science in the aspect of 'reference service'. For this purpose, the curriculum changes of 32 domestic universities offering Library and Information Science between 2005 and 2009 was analyzed and compared with the current situation of the U.S. The research has revealed some problems. First of all, it shows that the subjects such as the introduction of or the theory of library and information science still comprise a large portion of the domestic curriculum. Additionally, there seems to be much difference in the number of subjects between the universities. Lastly, there are few subjects which consist of the observation and understanding of the library field, and participation therein. Therefore, to operate the 'reference service' curriculum effectively, it is necessary to offer courses for understanding the users and subjects and for the reference service. In addition, it is necessary to strengthen the practical education through a close connection with the library field. Finally, it is urgent not only to expand the subjects for improving the ability of user education and communication but also to make the curriculum of each university specialized.

• Journal of Engineering Education Research
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• v.14 no.4
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• pp.69-77
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• 2011

In an accredited engineering program, there are two important means for achieving program outcomes. Students participating in a program are expected to achieve program outcomes through the program curriculum, because during the course of the program, they spend most of their time following the curriculum. However, it is very difficult to achieve the program outcomes only through the curriculum. Therefore, it is necessary to provide and manage non-curriculum courses in a program to make students achieve those program outcomes that the curriculum itself cannot provide exclusively. In this study, we conducted a case study on non-curriculum management systems as a means for supplementing a curriculum in order to enhance achievement of program outcomes, specifically, so-called, soft skills. We studied about 40 accredited engineering programs in Korea and proposed 30 non-curriculum courses with their evaluation units as well as the weighing criterior given to each non-curriculum course.

• 대한공업교육학회지
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• v.42 no.2
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• pp.1-19
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• 2017

The purpose of this study is to analyze the job performance hours and reasonable job performance hours of teachers working at secondary level technical vocational education institutes. This study analyzed the differences in the job performance hours and reasonable hours that have been investigated according to special subject teachers and general subject teachers. Based on Job Specifications of Teachers Working at Secondary Level Technical Vocational Education Institutes, the development of research tool was finalized, and questionnaires were used as the research tool. The results of this study are as follows. First, the total job performance hours and total reasonable job performance hours perceived by teachers working at secondary level technical vocational education institutes were found to be 2,787.8 minutes and 2,934.7 minutes respectively with a difference of 146.9 minutes. In regards to the job category-specific job performance hours, they were found to be high in the order of lesson administration, extracurricular student guidance, school affairs and administrative duties, and lesson preparation and planning, while the reasonable job performance hours were found to be high in the order of lesson administration, lesson preparation and planning, extracurricular student guidance, and school affairs and administrative duties. As for the job categories with shorter reasonable job performance hours compared to job performance hours, they were found to be lesson administration, extracurricular student guidance, and school affairs and administrative duties. In other job categories, it was found that longer job performance hours are needed. Second, the job performance hours perceived by each subject teacher from other schools, they were found to be 2,888.3 minutes for special subject teachers and 2,536.1 minutes for general subject teachers, while showing 3,021.8 minutes for special subject teachers and 2,716.8 minutes for general subject teachers regarding reasonable job performance hours. The differences between the job performance hours and reasonable job performance hours perceived by teachers from other schools were found to be 133.5 minutes for special subject teachers and 180.7 minutes for general subject teachers.

• Korean Journal of Social Welfare
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• v.61 no.4
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• pp.381-402
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• 2009

This Study explores and describes the present status and effects of Korean social work ethic course , reflecting increasing concerns about social worker's ethics. Using the member list of the Council of Korean Social Welfare Education, this study first examines the extent to which the ethic course is established and how the course is managed. Then, for the purpose of investigating the practical effects of the enrollment in the ethic course, using the test scores designed to measure the students' sensitivity to ethical issues, this study compared test scores between students who attended the course and those who did not. This study also compared pre-post test scores of students who attended the course. The results show that enrollment in the course contributes to significant changes in the students' ethical sensitivities, in spite of social work education system that does not very yet empathize the ethics curriculum very strongly. Further, enrollment in the ethic course is proved to be a more powerful factor to ethical sensitivity than any other demographic or education related factors. These findings suggest a stronger emphasis abd serious consideration of the course, as well as more efforts to bring up professionals and invest in research in the field of social work ethic education.