• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.18 no.1
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• pp.47-65
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• 2023

As stakeholder demands and sustainable finance grow, ESG management and ESG evaluation are becoming important. SMEs should also prepare for the trends of ESG rating practices that affects supply chain management and financial transactions. However, SMEs have no choice but to focus on survival first, so there are restrictions on putting into ESG management. In addition, there is a lack of research on the legitimacy of ESG management by SMEs, and volatility in ESG evaluation systems and rating grades is also increasing. Accordingly, it is necessary to review ESG evaluation trends and practical guidelines along with the review of previous studies. As a result of the exploratory study, SMEs need to implement ESG management and make efforts to specialize in ESG related new businesses under conditions in which their survival base is guaranteed in terms of implementation strategies. In addition, it is necessary to focus on the strategic use of various evaluation results along with accumulating information favorable for ESG evaluation through organizational learning and software management. The implications of this study are that various studies such as the classification criteria for SMEs and the relationship between ESG evaluation grades and long-term survival rates are needed in ESG evaluation of SMEs. At the government policy level, it is time to consider the ESG evaluation system exclusively for SMEs so that ESG management can be implemented and ESG evaluation at different levels by industry and size.

• Journal of The Korean Association For Science Education
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• v.27 no.9
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• pp.832-847
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• 2007

The purpose of the study was to analyze and interpret parent-child dyadic discourses in depth with emphases on the ZPD system in a museum, an informal learning setting. Second graders and their parents from Seoul and its environs were voluntarily participated in the study. Data were collected from the museum documents, the photos of exhibits, and the video recordings of dyadic discourses at and between exhibits. The documents and the photos were analyzed to investigate what the topics, medium and goals of the exhibits were. The video recordings were all transcribed and analyzed to understand what and how they talked to each other through the lens of the ZPD system; situation definition, intersubjectivity, and semiotic mediation, The results of the study consisted of two parts. First, it showed that parent-child dyadic discourses were categorized in four: (1) within the actual developmental level; (2) in the zone of proximal development; (3) toward the potential developmental level; and (4) out of developmental level. The most common categories were the dyadic discourses within the actual developmental level and in the zone of proxima I development. Second, the representative cases in each categories were described and interpreted to understand the nature of parent-child dyadic discourses. It can be concluded that we gained some important understandings of an intrinsic attribute of parent-child discourses in a museum, an informal learning setting. Based on the results of the study, it can be suggested that museums make efforts to cultivate the affordance of exhibit environment to promote visitor's learning.

• Journal of The Korean Association For Science Education
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• v.27 no.4
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• pp.337-345
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• 2007

The purposes of this study are to investigate and compare the characteristics of classification criteria of secondary school students and science teachers in relation to the three statesof matter. For this research, 76 middle school students in the7th grade who studied microscopic viewpoints about classifying the state of matter for the first time, 69 high school students in the 12th grade who studied Chemistry I and IIcourses successfully, and 130 secondary school science teachers, through a questionnaire. As a result, while having learned the three states of matter in the microscopic viewpoints, the majority of middle school students showed a high percentage of classification in the macroscopic viewpoints. For high school students, their percentage of classification included highmicroscopic viewpoints about solid and gas, the percentage of classification included macroscopic viewpoints about liquid state as alsohigh. The secondary school teachers gave answers in the macroscopic viewpoints and microscopic viewpoints equally, but their answers were just representation of the viewpoints list without the meaningful connection of the two type of viewpoints. To solve these problems, It is necessary to form connective change from the macroscopic viewpoints to the microscopic viewpoints about the criteria for classifying the States of Matter and various educational efforts.

• Journal of Korean Library and Information Science Society
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• v.54 no.4
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• pp.415-436
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• 2023

In this study, we aimed to examine the level of implementation of the second comprehensive plan for promoting academic libraries (2019-2023) by analyzing key statistics of academic libraries and gathering perceptions from library staff. We analyzed the changes in major statistical indicators of libraries over the past five years. Additionally, we surveyed library staff to understand their overall perceptions of the plan and their attitudes towards the 17 sub-tasks outlined in it. The analysis of 369 survey responses revealed several key findings. Firstly, most respondents comprehended the plan well and frequently utilized it for developing their libraries' development and implementation plans. Secondly, the IPA results indicated that regardless of the type of university, there should be a continuous focus on facility improvement, teaching-learning support, and expanding access to academic resources. Efforts to develop library policies and strengthen human and financial resources were identified as crucial. Thirdly, four-year universities particularly emphasized the importance of expanding access to international academic resources compared to junior colleges. Conversely, junior colleges perceived foundational skill-building programs and inclusive services as more significant than four-year universities. The application of the IPA diagonal model revealed that the performance levels of all sub-tasks were lower than their perceived importance levels, suggesting the need for strategies to enhance effectiveness in future comprehensive plan formulation.

• The Journal of the Convergence on Culture Technology
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• v.10 no.3
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• pp.519-531
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• 2024

The purpose of this study is to analyze the aspects and characteristics of educational innovation planned and implemented at the university site targeting universities in Busan, Ulsan, and Gyeongnam, and to explore their limitations and tasks. For this purpose, we analyzed the contents of innovation strategy programs among the plans of 17 universities in the national innovation support projects in Busan, Ulsan, and Gyeongnam area. First, the university innovation strategy was divided into input, process, infrastructure, and other factors, and among them, the process factor was divided into education, research, and industry-university cooperation to examine the aspects and characteristics of innovation. As a result of the study, the aspects of university innovation at universities in Busan, Ulsan, and Gyeongnam were analyzed in the areas of education, research, and industry-academia cooperation. Characteristics of innovation were emphasis on convergence education, competency development, smart system foundation, introduction of innovative teaching and learning techniques, consumer-centeredness, and regional linkage. The limitations and tasks of university innovation revealed through the research are as follows. First, a specialized university innovation business structure should be prepared in consideration of the context of local universities. Second, established strategies with high innovativeness must be implemented and sustained, and consensus among members is required for this. Third, the innovation of universities should not mean the centralization of academics, and the role and efforts of universities as a research institutions should be improved. Fourth, it should not be overlooked that more important than the visible innovation strategy of university innovation is the education innovation that occurs directly to students as a result of the education effect.

• 대한공업교육학회지
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• v.34 no.2
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• pp.1-19
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• 2009

The goal of this study is to examine the status quo of industrial-educational cooperation in Technical high schools. Based upon the findings of the current conditions, this study ultimately aims to propose methods through which more active industrial-educational cooperation can be stimulated. The methods chosen for this study are reference research and surveys. The survey was conducted by imposing complete enumeration on the targeted high schools that specialize in industry related fields. The survey targets were the directions of academic affairs, the directions of practical affairs, and the directors of the educational curriculum of each school.The research results are as follows: First, the teachers recognize the necessities of having opportunities to gain specific skills in different industrial fields, having chances to get stable employment, and securing the industrial institution's competitiveness through the customized nurturing and supply of human resources as the primary goals of industrial-educational cooperation. Second, the teachers express the similar opinion that industrial-educational cooperation in their current system is inappropriate to achieve their goals. Third, the teachers claim that an educational curriculum that emphasizes industrial educational cooperation must be developed and managed. Fourth, it was found that when schools plan their educational curriculum, they often do not implement the requests from industrial institutions. Fifth, major educational program implement methods that meet the requests of the industrial institutions include field trips or the introduction of other field-based experience learning programs, the application of customized curriculums based on industrial-educational cooperation, and the invitation of industrial-educational personnel as teachers to school environments. Sixth, it was concluded that educational institutions need to proactively seek companies for cooperation; they need to support, develop, and manage school programs that are based on industrial-educational cooperation; and finally, institutions need to enthusiastically participate in the government's vocational education policies that are founded upon industrial-educational cooperation. Seventh, the enforcement of selective curriculum for the benefit of diversifying the educational program; the pursuit of balancing the specialized curriculum through shedding the national educational level provided within the regular curriculum; and the establishment of related amendments on the national level to provide effective industrial-educational cooperation have been identified as the vital factors that can develop the educational programs within high schools specializing in industry and that are closely related to industrial educational cooperation.

• Journal of Science Education
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• v.41 no.3
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• pp.365-381
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• 2017

Based on the previous study (Park et al., 2015) which indicated positive results in the improvement of science teaching through the POCoM (Practical On-site Cooperation Model) application, this work concentrates on expanding the POCoM to more various teaching settings. To do this, 18 cyclic applications (72 teaching classes in total) of the POCoM were divided into (1) the first cycles and the second cycles conducted after the first cycles, (2) classroom teaching and laboratory teaching, and (3) cycles by our research team and cycles by other experts team. The comparison between the two parts were conducted using the improvement rates, the number of KTOP (Korean Teaching Observation Protocol) items which improvement was needed, and the change of these numbers according to teaching sequence. As results, no difference regarding the improvement was observed between classroom and laboratory teachings, and also between the first and the second cycles. When other experts team applied the POCoM, the number of KTOP items which improvement was needed was larger and the improvement rate was lower than those in the cycle by our research team. Nevertheless, these differences were not statistically significant, and also, it was expected that, if other experts team tries to improve science teaching through 6 teachings, the improvement by the other experts would be nearly the same with the improvement by our research team through 4 teachings. In conclusion, it is confirmed that the POCoM can be used in various teaching settings with the almost the same potency. Lastly, the necessity and possibility of the more detailed and qualitative analysis about the POCoM application are discussed.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.15 no.3
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• pp.33-46
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• 2020

This study analyzes the entrepreneurship education phenomena for agri-food entrepreneurs whose main business is the production of agricultural products and the sale of processed products, using the qualitative study Strauss & Corbin(1998)'s evidence theory approach. From the entrepreneur's point of view, I would like to summarize the phenomena that appear in education, and to prepare a theoretical basis for explaining the phenomena. The importance of entrepreneurship education is emphasized to cultivate the ability to develop and provide products tailored to customers. The necessity of education leads to an increase in demand according to the situational awareness of the founders, and the quantitative increase in entrepreneurship education in the agri-food sector is a clear trend. Inevitably, the need for various discussions on systematic and effective entrepreneurship education is raised. For the study, an interview was conducted with preliminary or entrepreneur who have experienced entrepreneurship education in the agri-food sector. As a research method, I use Strauss & Corbin(1998)'s approach and analyze qualitative data using QSR's NVIVO 12 program. Through this study, it was found that contextual and systematic entrepreneurship education in the agri-food sector has the effect of strengthening competitiveness and strengthening sales. There is a need for follow-up management of trainees. Strengthening the competitiveness of start-ups is based on training professional manpower through education and linking regions with cities. Strengthening sales is based on product planning and market development. This study explores entrepreneurship education in the agri-food sector, which has not been actively conducted in the past. Exploratory analysis on the experiences of the founders of agri-food sector as education demanders has an important meaning for understanding the phenomenon of start-up education.

• Journal of Science Education
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• v.34 no.2
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• pp.291-305
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• 2010

The aim of this study was to survey the perceptions of the elementary school teachers on the smallscale chemistry(SSC) following its training session. The teachers participating in the survey were 266 teachers in the Gyeongnam province. They were given a questionnaire that focused on the nine areas of the SSC: Needs for the teacher training and its application, its benefits, issues of safety and danger as well as treatment of environmental pollution, its economic efficiency and the development of investigative skills. The designed questionnaire was checked by an authority, and the responses to each question were tallied and analyzed. The results are as follows. The biggest problems of the traditional experimental methods as rated by the teachers were, in the order of importance, the preparation time, the legal liability of teachers for the safety and accidents, financial issues, disposal of the experimental wastes and the lack of relevant data. Since most of the teachers had not experienced the SSC lab programs in the field, they responded positively to the questions of need for its introduction and training. The implementation of the experimental SSC lab programs should proceed in the following order: introduction into the textbook, teacher training program, after-school education and the invitation of instructors. The most useful materials for the SSC program were CDs, videos, books and various printed materials, in that order. The responses regarding benefits of the SSC program included its simplicity, convenience, time savings, diversity, qualitative and quantitative aspects, integration into the regular class and use of toys. In particular, the teachers mentioned the increased safety due to the small amount of experimental reagents needed and the durability of plastic instruments. The familarity from the use of everyday tools as well as easy access to and the low-cost of the instruments were other important benefits. The teachers in general rated the educational content of the program highly, but many also found it to be average. Some pointed out the lack of sufficient discussion due to the individual or pair groupings as a potential shortcoming. The potential for development of problem solving ability and improvement of skills was rated positively. The number of teacher who rated the development of creativity positively was just over the half. As for the area of improving investigative skills, many found its assessment difficult and confusing because of the lack of its systemic definition and categorization. Based on the findings of this study, I would like to recommend the application and a wider dissemination of the small-scale chemistry lab program into the elementary school science curriculum.

• Journal of the Korean association of regional geographers
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• v.17 no.3
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• pp.332-347
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• 2011

This study is to analyze on territorial education described in geography textbooks in Korea and Japan. The following is the result that shows similarities and differences of the geography textbooks when it comes to territorial education. Korea and Japan have a contrasting territorial background. However, both countries start their territorial education by learning the location and shape of their country. Japanese geography textbooks focus on what people in the world think of Japan, but in case of Korea, the geography textbooks focus on how Koreans look at the world. In short, the territorial education in Japan try to emphasize Japan from the view point of the world. The next common ground is that the two countries provide territorial models in their geography textbooks in order to increase understanding. However, the Japanese students are provided with these territory models much earlier than Korean students and these models help them visualize and solidify their concept of territory. And, the two countries both put great importance on teaching territorial sea. In Japan, they try to include EEZ(Exclusive Economic Zone) in their territory. Considering these facts, it can be concluded that Japan is enlarging their concept of national territory as maritime territory. Lastly, after learning of territory the two countries both treat on territorial problems. But Korea treats passively territorial problem as such Dokdo, but Japan treats actively their territorial problems. Like that, the contents of territorial education described in geography textbooks in Korea and Japan are similar in terms of selection, but differ in quality in terms of organization. Therefore, future territorial education in Korea will be actively and successively done through succession and sequence of geography curriculum.