• Journal of the Korean Society of Clothing and Textiles
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• v.29 no.5 s.142
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• pp.585-594
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• 2005

The purpose of this study was to analyze the situations and satisfaction of fashion design education in Busan, and the way to promote it. Data were collected from 192 college(university) students and 185 vocational students living in Busan and analysed by frequency analysis, factor analysis, Cronbach's $\alpha$, multiple regression, and t-test. The results are as follow; 1. Factor analysis has extracted three factors: environmental factors, student factors and quality of education factors. 2. The biggest factor that affects the satisfaction level of the education fumed out to be the student factors, followed by the environmental factors. 3. Demonstrated that vocational students were more satisfied with their education and had a higher degree of pride and confidence in their educational factors and level of satisfaction than college(university) students. In conclusion, we must encourage the industrial-educational corporation to promote the practicality of the fashion design education system and make diversification and specialization of the curriculum of fashion design education to cultivate students of talent.

• International Journal of Quality Innovation
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• v.6 no.2
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• pp.147-166
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• 2005

The purpose of this study is to analyze the causal relationship, in the perspective of Total Quality Management, among the education quality factors, which were suggested in the previous researches. Lee et al. [16] had tried to analyze the relationship among education factors, but they did not estimate the education factor using latent variable concept, which is very reasonable and efficient to represent the constructed concepts. So this study attempts to analyze the causal relationship among education quality factors, represented as latent variables used in structural equation modeling (SEM), and compared with each other. In this study, education quality factors were measured by several measures, constructed as several latent variables, and then processed with AMOS, the most efficient statistical package in the SEM area. In order to analyze the causal relationship among the education quality factors constructed as latent variables, this study designed the structural equation model with suggested factors and established several research hypotheses. This study discovered a prominent causality among the education quality factors, such as education leadership, student scholastic performance and satisfaction of education quality, which is similar to that of previous research. This outcome is really a unique Korean syndrome manifest within our educational career orientation.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.3
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• pp.881-892
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• 2016

The objective of this research is significant because it derives the core competency factors that members of education communities must have in order to form warm education communities through investigating the perception of special education teachers. To achieve this, 352 special education teachers and teachers working at special education institutes were asked to record three of the most important factors out of a total of 18 factors that members of an educational community considered to be required in order to form warm educational communities. IBM SPSS Statistics 23 was used to analyze the collected data. First, in oder to examine the demographic characteristics of the educators surveyed, frequency analysis was conducted. Second, frequency analysis on the factors that special education teachers considered to be most important to form a warm education communities was conducted by teacher experience and type of education institute they worked for. When analyzing the research results of main factors that special education teachers considered to be important by teacher experience and type of education institute they worked for, responsibility was confirmed to be the most important factor. The second most important factor was communication and the third most important factor was responsibility and trust. In summary, the research confirmed that if mutual trust between the members of an education community can be established and if problems can be solved through cooperation and through open communication, and if each member of the community serves their role responsibly, a warm education community can be formed.

• The Journal of Information Systems
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• v.13 no.1
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• pp.21-38
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• 2004

Along with the advance of Information technology and the introduction of the information era, cyber education through the internet has been activated in universities and private educational organization. However, most cyber education is not being practically applied in government employ. This study looks at the influential factors of cyber education in order to create a cyberspace where the public official can obtain information at a place and time convenient to them. This will provide a chance to activate cyber education effectively. The hypothesis was approved through multiple regression analysis was executed in order to explain and predict the relationship between influential factors and cyber education effects. The results of the study show the influential factors of education effect as follows: - the instruction design and contents factors such as interesting educational contents, interaction between leamers and teacher, and positive instruction, all had an important influence. - the learner factors, such as a desire to leam, motivation, and interest in the lesson, also had a significant influence. - the environmental factors such as systematical basis and support, atmosphere, and consideration of others had a large effect on the education effect.

• Hwankyungkyoyuk
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• v.23 no.1
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• pp.50-63
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• 2010

This study is a qualitative case study aiming at understanding and finding out influential factors and barriers when school teachers choose Environmental Education as their Creative Discretionary Activities. To do this, this study focuses on the process of two teachers' choices of the Creative Discretionary Activities in two other elementary schools. The results of this research are follows. Two teachers' choices are affected by several influential factors, divided into external factors and internal factors. External influential factors include culture of school and education, media, chief education officers, parents and school. Internal influential factors are teachers' value and philosophy of education, teachers' experiences, teachers' capacity. These influential factors' forces aren't the same with each other. These influential factors, are influenced by educational, social, national, local, and school level indicated by Taylor et al's (1974) classification criterion. Especially, however, Korea's particular educational environment focusing on university entrance examination strongly affects teachers' choice. School factors also has a big strong effect on teachers' choice. Among others internal actors are the most serious influential factor affecting on teachers' choice.

• The Korean Journal of Health Service Management
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• v.8 no.4
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• pp.57-67
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• 2014

This study analyzed the differences for educational training demographic characteristics and provides basic information for efficient education. The meaningful results of this study were as follows. First for gender, seven-factors except for education satisfaction had significant differences. Second for age, five-factors education performance, education satisfaction, professionalism, diversity, and education had significant difference. Third, for occupation and position, eight-factors had significant differences. We realized that senior staff of Grade 3 or above had the highest level in six-factors education concentration, education performance, education satisfaction, motivation, professionalism and diversity. Finally, for employment period, six factors except for professionalism and motivation had significant differences.

• Journal of The Korean Association of Information Education
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• v.14 no.4
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• pp.477-488
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• 2010

The purpose of this paper is to examine factors enhancing the performance of computer education designed for cultivating competing person for information society. It aims to analyze the affecting factors of computer education performance in terms of learner's aspect such as computer self-efficacy and environmental aspect such as educational facilities and professor's traits. The result shows that all factors(computer self-efficacy, innovativeness, motivation, self-regulated efficacy, professor's traits) except educational facilities are found to be significantly related to the performance of computer education. It is expected to provide guidelines on effective computer education and help to nurture talented person for information society in turn by investigating the affecting factors of the performance of computer education.

• Asian Journal of Business Environment
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• v.7 no.1
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• pp.31-36
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• 2017

Purpose - The purpose of the study was to develop a reliable measurement tool for the evaluation of TQM application in Greek education settings and to examine the factors that determine quality of education. Research design, data, and methodology - A questionnaire commencing from the questions included in the Application Guide of Common Assessment Framework was used for research purposes. Each item was scored on a 5point Likert scale - to a sample of 112 educators (55 men, 57 women), all teachers working in public primary education schools. Factor analysis resulted in a questionnaire of 43 items consisting of five factors, teacher satisfaction, school management and operation, motivation, effectiveness of public school leadership and finance management. Results - Results revealed a positive correlation among all factors. Reliability results using Cronbach's α was high (a=.961) for all factors of the questionnaire ranging from α=.930 (for motivation) to α=.797 (for financial management). Additionally, ICC procedure revealed high values for the above mentioned factors. Conclusions - The study resulted in the construction of a reliable questionnaire focused exclusively on TQM that can be used in future studies using larger samples in different areas so as to draw useful conclusions regarding TQM application in Greek education settings and further identify the factors determining quality in education.

• The Journal of Asian Finance, Economics and Business
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• v.7 no.2
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• pp.291-300
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• 2020

This paper studies the factors affecting university and industry collaboration in education in the hospitality industry in Ho Chi Minh City (Vietnam) from a company perspective. The authors use qualitative method and quantitative research to study the matters, specifically using scales and data collected for Cronbach alpha reliability testing, analysizing the discovery factor of EFA, CFA and verifying the regression models through AMOS software with SEM linear modeling. The study proposes four factors: (1) organization factors, (2) contextual factors, (3) process factors, and (4) cooperation perspective impacting on the benefits factors and university and industry collaboration in education. In addition, it is also found that benefits factors has a direct and positive impact on the collaboration in education. The results suggest that the process factor had the strongest positive, followed by the contextual factor. The findings revealed that the benefit factors were significantly related to collaboration in education, which affects university and industry hospitality alliances. This finding confirm that the cooperation perspective (QD) and contextual factors (HC) are critical in collaboration between university and industry. A new point of interest is also identified that the benefits of training links are quite dependent on the linking perspective from tourism businesses.

• Journal of the Korean Home Economics Association
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• v.42 no.8
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• pp.65-76
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• 2004

The purpose of this study is to offer essential information related to early childhood education and care policy. Using the Korea Labor and Income Panel Study(KLIPS) Vol.5., this study analyzed sociodemographic factors that decide the use and type of institute for early childhood education and care. The following results are obtained： First, it is not easy for young children under three years old to use education and care institutes because of their preference for home care. Second, the mother's job status affects the child's use of child care centers and private institutes for education except for the using of early child education centers. Third, the affecting main factors for the use of child care centers are quite similar to critical factors for use of the private institute for education. Thus, young children using the private institute for education could be interpreted as coming from a low-income class compared with the children using the early child education centers.