• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.15 no.6
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• pp.189-207
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• 2020

The government has achieved quantitative growth in university start-up education while supporting start-up education. However, it failed to systematize start-up education from an academic, policy, and practical perspective and to reveal the relationship between education and achievements in supporting start-ups. Therefore, there is a lack of interest and effort to promote effective education. In Europe, in-depth research has already been done over many years to establish an EntreComp system. Competences create values for others and attempt to apply them to education, viewing them as the people's lifelong competitiveness. On the other hand, it is urgent to improve the education system as domestic university start-up education is mainly focused on cultural level start-up skills and easy-to-access education from a business administration perspective. Based on this, the entrepreneurship competence-based start-up education system was designed. Next, eight EntreComp frames were drawn for university students through the Focus Group Interview (FGI) and Delphi survey methods, as well as domestic and international prior studies on EntreComp. In 2018, 919 start-up education programs of 42 start-up leading universities were conducted to derive the status of education by EntreComp. Prior studies of 25 entrepreneurship competences, including data from Bacigalupo et al.(2016), which studied EntreComp in the EU, were investigated and reflected the frequency of research and the importance of education and start-up perspectives. Based on the purpose of the university start-up education presented in this study, the entrepreneurship competence frame consisting of a total of eight, including spotting opportunities, value creation, self improvement, mobilising resources, technology application, strategic management, relationship, and learning through experience, was derived through expert verification. It also investigated the current status of education by competence, the degree of reflection of competence education, and the relationship with the results of support for start-ups that reflect the number of students enrolled in each university. Through this, it was suggested that future start-up education at universities could be improved from the EntreComp perspective. It has a differentiation in research in that it conducted a thorough survey using the data on start-up courses operated by leading startup universities for a certain period. However, it is difficult to generalize because the number of samples of leading startup universities is limited. Nevertheless, this study proposes the educational goal of advancing university start-up education from the perspective of entrepreneurial competence, cultivating future required competences, and fostering entrepreneurial talents that create value for others. In addition, it is meaningful in that it presents a clear direction for subsequent research by preparing a framework for research from a more essential perspective on the entrepreneurship competence frame.

• Korean Journal of Environment and Ecology
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• v.36 no.3
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• pp.327-337
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• 2022

Ecological restoration is considered a good means to prevent biodiversity loss in terms of the ecosystem's health and sustainability. However, there are difficulties in putting it into practice as there is no comprehensive and objective standard for the selection of plant species, such as environmental, ecological factors, and restoration goal setting. Therefore, this study developed an evaluation index necessary for selecting plant species for restoration using the Delphi method that synthesizes the opinions of the expert group. A survey with 38 questionnaires was conducted twice for experts in ecological restoration, etc., and the importance and priority of evaluation indicators were analyzed by dividing the restoration targets into inland and island regions. The result of the importance analysis showed that "native plants" had the highest average of 4.9 among the evaluation indices in both inland and island regions, followed by "seed security", "propagation", and "root growth rate". In the inland region, the index priority was analyzed in the order of "native plants", "appearance frequency", "root growth rate", "distribution range", and "seed security" in the island region, it was analyzed in the order of "native plants", "root growth rate", "appearance frequency", "distribution range", and "tolerance", showing slight differences between the two indicators. As a result of the importance and priority indicator analysis, we set the mean importance and priority of 4.1 and 2.9, respectively, in the inland region and 4.2 and 2.9, respectively, in the island region. As for the criteria of selecting plant species for ecological restoration, the "native plants" had the highest importance and priority. "Seed securing", 'viability", "topography", "proliferation", "tolerance", "soil conditions", "growth characteristics", "early succession", "distribution range", "appearance frequency", and "germination rate" were classified into subgroups of low importance and priority. The lowest indicators were "final stage of succession", "transition period", 'transition stage", "root", "reproduction", "soil", "appearance", "technology", "landscape", "climate", and "germination rate". We expected that the findings through objective verification in this study would be used as evaluation indicators for selecting native plant species for ecological restoration.

• Journal of Christian Education in Korea
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• v.72
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• pp.245-271
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• 2022

The purpose of this study is to develop a nursing clinical practice education model that applies case-based learning and co-teaching to nursing students, and to secure the validity of the developed model. To verify the validity of the nursing clinical practice education model, it was applied to the subject of 'Health Response and Nursing VI (Perception/ Cognition) Practice' in the 2nd semester of 2021 at J University in Jeonju, and the instructor's response to the model was evaluated. Surveys and focus group interviews were conducted on confidence in clinical practice and teaching and learning models. After deriving the case-based learning stage and co-teaching elements through a review of precedent literature and case studies, an initial model was devised after expert review, and the devised model was reviewed for internal validity by nursing education experts, and then modified and supplemented. As a result of the learner response evaluation conducted after applying the model to the clinical practice subject for external validation verification, the confidence in clinical performance was 4.22 points and the satisfaction with the teaching-learning model was 4.68 points. Summarizing the results of the focus group interview, the importance of prior learning and the learning of selected cases based on actual cases, learning terminology and professional knowledge, eliminated fear of the practice field, felt familiar, and learned various cases. He said that he was able to think critically through the time to organize the knowledge learned in the practice field. In addition, through co-teaching, it was found that field leaders and advisors taught the theoretical and practical aspects at the same time through examples, thereby experiencing practical education closer to practice. It is expected that the nursing clinical practice education model developed through this study, applying case-based learning and co-teaching, will be an effective teaching and learning model that can reduce the gap between theory and practice and improve the clinical performance of nursing students.

• Journal of Service Research and Studies
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• v.14 no.1
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• pp.44-62
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• 2024

The development of online funeral services and social issues of eco-friendly funeral culture have raised awareness of the new need for online funeral culture. There have been several attempts to revitalize online funeral services in domestic institutions and companies, but the effect is weak. The purpose of this study is to propose a design that can improve the accessibility and usability of online memorial services by analyzing the usability problem factors through a First Time User Experience analysis of the online memorial platform. Therefore, in this study, in order to identify the problem factors of the online memorial platform, a literature review on the UX, OOBE, and FTUE theories was conducted. The subject of the study was the app 'Memorial'. Before analyzing the First-Time User-Experience, IA was compared and analyzed with other similar services to understand the characteristics of the UX service of the app 'Memorial', which is the subject of the study. In addition, tasks corresponding to the Unpack-Setup/Configure-First Use stage were performed on 10 subjects who had no experience using the online memorial platform. The experimental process was expressed as the UX Curve to identify factors that caused negative experiences. As a result, the major problem factors included unnecessary UI elements, the need for sensitive personal information at the membership stage, and lack of immersion in the service. The improvements included strengthening community functions to facilitate the sharing of emotions and promote smooth communication between users. We proposed UI/UX service developments that enhanced the app by incorporating these insights. In order to verify the effectiveness, serviceability, and value of the developed prototype, an interview with a expert was conducted. The interviewes consisted of three service design experts. This study was conducted to contribute to the quality improvement and activation of the recently emerging online funeral services. The study is significant as it aims to understand the current status of these services and identify the factors necessary to improve service accessibility and usability. Subsequent studies require in-depth user verification of how much the proposed improvement plan affects the actual user experience.