• The Journal of Korean Physical Therapy
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• v.3 no.1
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• pp.91-96
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• 1991

In this research, looking into the educational situation concered with vocational ethics of department of physical therapy, tried to get materials which will be educated for the physical therapists who have right conception of ethics. This study examined 12 junior colleges and 2 colleges, The contents are as follows. 1. The course of the vocational ethics. 2. Charging professor and lesson hours. 3. The education of the ethical general principles for the physical therapist. 4. The necessity of the education of vocational ethics. 5. Teaching method in vocational ethics training. 6. Extra opinions. 7. Curriculum. The results of this research In spite of admitting the necessity of theeducation of the vocational ethics, we found, there wasn't systamatical and concrete The education of the vocational ethics which would be based upon our fudamental philosophical, ethical thought should be required for the next physical thera-pist as a medical specialist, suitable for the medical ethics in this age. Now, the field of research development for educational contents, matericals for concerning with vocational ethics of department of physical therapy have not been suficient yet, and theis research should be developed continuosly.

• Journal of Engineering Education Research
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• v.12 no.4
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• pp.102-114
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• 2009

This study investigates the performance of accreditation programs for engineering education in Korea using questionnaire. The survey includes workers who graduated the accreditation programs, supervisors of the workplace of the graduates, and professors or related persons of the universities. Overall the results shows that related three groups of individuals evaluates the program positively. The accreditation programs have positive effect on the labor market entrance and performances in the workplace estimated by earnings. Compared with major courses, courses of liberal arts and social science needs revision to have more positive response from graduates and employers. Also the program has to give more attention to strengthen the competencies related to professionals and ethics related with job, and adjustment in the work environment.

• Journal of the Korea Convergence Society
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• v.11 no.1
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• pp.267-277
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• 2020

The purpose of this study is to analyze the needs of experts in childhood education field on what is the primary core competency of the beginning childhood teachers to cope with the future society. For this, the survey was conducted for 252 of teachers in charge, assistant directors, and directors who are currently working at the daycare centers and kindergartens in Busan and Gyeongsangnamdo. In order to derive the requirement and priority on the core competencies required to beginning childhood teachers, 3-step analysis method of paired t-Test, Borich Needs Model Analysis, and the Locus for Focus was used. As a result, seven sub-competencies of five competencies of cooperation, communication, self-improvement and development, vocational ethics, and emotional intelligence was identified as the core competencies required by priority to the beginning childhood teachers in order to cope with the future society. These results may provide the basic data for designing the competence and field-based curriculum in the teachers' training schools for pre-service childhood teachers.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.1
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• pp.169-177
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• 2012

The purpose of this study was to examine the awareness of dental hygiene students on the components of the dental hygiene curriculum. The subjects in this study were 934 dental hygiene students, on whom a survey was conducted in April and Jun, 2009. The collected data were analyzed by the statistical package PASW 18.0. The findings of the study were as follows: The students from the midsection of the nation put the highest value on educational objectives, selection of what to teach and evaluation, and the students from the metropolitan area set the lowest value on those components. The students who took junior college courses took a better view of those components than those who took college courses. In terms of the organization of what to teach, the students from the midsection of the nation rated it highest, and the students from the Honam area rated it lowest. And those who took college courses took a little better view of it than the students who took junior college courses. Among the components of the curriculum, the educational objective factor was rated higher in terms of vocational education, morality and ethics, and that was rated lower in terms of creativity. The selection of what to teach was rated higher in terms of learning possibility and was rated lower in terms of content validity and relevance. The organization of what to teach was rated highest in terms of continuity, followed by sequence and integration. The educational evaluation factor was rated higher in the area of school evaluation and was rated lowest in the area of national examinations.

• Journal of the International Relations & Interdisciplinary Education
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• v.2 no.1
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• pp.29-41
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• 2022

In recent years, visual design has become an emerging industry that creates production value in various countries, and visual design teachers have become a key factor affecting the development of designers and even the trend of the design industry. Therefore, the requirements for the ability of visual design teachers have become particularly important. This study takes the visual communication teachers in colleges and universities as the research object. Focus on the composition of competencies that teachers have when performing their duties. First of all, through document sorting, it is based on the five aspects of knowledge ability, teaching ability, practical ability, management ability and professional ethics. A Likert scale questionnaire was developed on the evaluation of visual design teachers' competencies by interviewing 10 visual design industry experts and conducting two Delphi method interviews. This research refers to the relevant literatures such as curriculum research and teaching objective research of design major, and discusses the evaluation standards of visual design teachers' abilities in colleges and universities. Expert interviews have sorted out 12 criteria and 36 sub-criteria about visual design teachers' abilities, and verified their rationality through expert return visits. The establishment of this evaluation standard provides a certain theoretical basis for visual design teachers' ability evaluation and self-cognition.

• Korean Security Journal
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• no.33
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• pp.51-80
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• 2012

This study is to summarize main contents which was mentioned by Beomseok Kim' doctoral dissertation. The purpose of this study focuses on presenting the outplacement countermeasure and retention level examination analysis about outplacement competency of special security government official through implement of questionnaire method. The questionnaire for retention level examination including four groups of outplacement competency and twenty subcategories was implemented in the object of six hundered persons relevant to outplacement more than forty age and five grade administration official of special security government officials, who have outplacement experiences as outplacement successors, outplacement losers, and outplacement expectants, in order to achieve this research purpose effectively. The questionnaire examination items are four groups of outplacement competency and twenty subcategories which are the group of knowledge competency & four subcategories including expert knowledge, outplacement knowledge, self comprehension, and organization comprehension, the group of skill competency & nine subcategories including job skill competency, job performance skill, problem-solving skill, reforming skill, communication skill, organization management skill, crisis management skill, career development skill, and human network application skill, the group of attitude-emotion competency & seven subcategories including positive attitude, active attitude, responsibility, professionalism, devoting-sacrificing attitude, affinity, and self-controlling ability, and the group of value-ethics competency & two subcategories including ethical consciousness and morality. The respondents highly regard twenty-two outplacement competency and they consider themselves well-qualified for the subcategories valued over 4.0 such as the professional knowledge, active attitude, responsibility, ethics and morality while they mark the other subcategories below average still need to be improved. Thus, the following is suggestions for successful outplacement. First, individual effort is essential to strengthen their capabilities based on accurate self evaluation, for which the awareness and concept need to be redefined to help them face up to the reality by readjusting career goal to a realistic level. Second, active career development plan to improve shortcoming in terms of outplacement competency is required. Third, it is necessary to establish the infrastructure related to outplacement training such as ON-OFF Line training system and facilities for learning to reinforce user-oriented outplacement training as a regular training course before during after the retirement.

• Journal of vocational education research
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• v.30 no.4
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• pp.1-22
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• 2011

Paradoxically, leadership has not only positive effects but also negative effects. The purpose of this study is to examine supervisors' dysfunctional leadership behaviors, antecedents and results in order to draw HRD implications for protecting organizations and employees from dysfunctional leaders and provide implications for leadership development. A qualitative research method based on semi-organized interviews with 28 employees from S-group was used. The results of this study show that the dysfunctional leadership behaviors were associated with ten behavioral categories: belittling and insulting the subordinates, authoritative and arbitrary behaviors, self-aggrandizement, biased preference for certain personnel, arrogance, micro-managing, inability to change and adapt, discordance between words and actions, over-dependance on supervisor, lack of ethics and values. Dysfunctional leadership behaviors were casually attributed to 'personal traits & experience', 'task characteristics', and 'internal & external environments of the organization'. Finally, the results of supervisor's dysfunctional leadership behaviors on employees and the organizational effects were 'increased turnover rate', 'declining work efficiency', 'collapsing morale', 'retraining innovative thinking', 'passive working culture', 'discouraging organizational vitality', 'discouraging organizational synergy', 'losing loyalty' and 'declining trust on supervisor'.

• Journal of vocational education research
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• v.37 no.3
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• pp.47-63
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• 2018

The purpose of this study is to develop the competency model of specialized vocational school teachers as admission officers. Whereas professional admission officers deal with a variety of admission activities in universities, teachers are responsible for admission duties in specialized high schools in Korea. Therefore, it is necessary to identify the core competencies required for teachers responsible for admission duties in specialized high school settings. In order to develop a competency model, factor analysis was completed for the survey results of 191 teachers who teach in specialized vocational high schools in Seoul, Korea. For evaluating validity of the competency model, the responses from those who had high experiences in admission duties and the average teachers were compared. As a result, this study identified a total of 14 competencies in three competency areas. The competencies required for specialized high school teachers include responsibilities for admission officers, ethics for evaluators, communication skills, teamwork, understandings of admissions process for specialized vocational high school, developing evaluation criteria, generating interview questions, increasing interrater reliability, interview skills, simultaneous evaluation of interviewees, quantification of evaluation results, synthesis of evaluation results, and decision making skills.

• Science of Emotion and Sensibility
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• v.22 no.1
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• pp.77-88
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• 2019

As the social interest of the Baby Boomer generation is increasing, this study derives implications for lifelong education policy through identification of the need and support for lifelong education among baby boomers lifelong learning, taking into account such aspects of quality of life as emotional psychology-based self-development and self-realization. To optimally explore support for lifelong learning for the baby-boomer generation, first-tier (top-level), sixth-tier (bottom-level), and five-other evaluation criteria were available. For the first layer, we examined whether potentiality or realizability was more desirable, and for the second layer, detailed criteria for realizability were set up, dividing them into financial, legal, and administrative feasibility. A study conducted by experts on the policy priority analysis of Baby Boomers showed that their support for lifelong learning places a greater priority on its feasibility (the more feasible alternative) than desire (the more desirable option). Among the six criteria, lifestyle activities had high priority, and the relative importance of the five assessment alternatives for lifetime learning activities was shown to be higher for employment skills education (0.377), civil participation education (0.181), lifestyle activities (0.200), and 'lifetime activities' (06.11). These results are meaningful: they can help shape and refine the needs of lifelong education, assess their relative importance, and prepare basic data for lifelong learning policies for baby boomers who are about to enter their old age.

• 대한공업교육학회지
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• v.38 no.1
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• pp.1-27
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• 2013

The purpose of this study was to find out the areas and their constitute elements of new apprenticeship through the expert of vocational education to improve the growth potential in the field of industry. Through the three times Delphi research process final composing areas and elements(total 6 areas and 41 sub-elements) of new apprenticeship were extracted. Followings are specific study results of 41 sub-elements for the 6 areas. In area A(Technology Skill aspect) total nine sub-elements were deducted as follows. Technology skill's field appling ability, new technology skill's acquisition, quality assurance ability, research development ability, material management using ability, problem solving ability, core technology skill understanding ability, idea's imagery expressing ability, creative design ability. In area B(Institutional aspect) total five sub-elements were deducted as follows. Flexible human material support, precise division of works, objective result assessment, institutionalization of responsibilities and liabilities between teacher and student, institutionalization of duty invention reward. In area C(Affective aspect) total eight sub-elements were deducted as follows. Manners and cooperation between teacher & student and peer, values for job, basic attitude for technology, job ethic sense, respect of other organization, active action to organization change, attitude of technology successor, service mind. In area D(Self-improvement aspect) total nine sub-elements were deducted as follows. Self evaluation and reflection, cultivate of organization understanding, career planning and developing ability, sound philosophy of life, communication ability, decision making ability, prepare of individual competence enhance system, self-control ability improvement, reaction of unexpected situation. In area E(Knowledge aspect) total four sub-elements were deducted as follows. Basic knowledge of relevant area, knowledge of new technology & preceding technology, fusion and relocation of knowledge, practical knowledge. In area F(Environmental aspect) total six sub-elements were deducted as follows. Awareness of business environment, understanding of education and practice environment, understanding of apprenticeship's business demand, connectivity of region community, adapt ability of labor market's change, awareness of society environment change.