• 공학교육연구
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• 제15권5호
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• pp.125-130
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• 2012

This study proposes content and instruction of leadership education based on the results of evaluation and analysis of leadership skill of present levels of students who registered for 'leadership development and training' course which is liberal arts elective course of the 'Accreditation Board of Engineering Education in Korea' and provides best practices to develop leadership skill and to attain academic achievement 2, 4, 6, 7 of 12 academic achievement required by KEC2005. To accomplish a purpose of the study, I divide leadership skill into technical skill, human skill and conceptual skill that suggested by Katz and then measure students' leadership skill. The contents of leadership education to develop and enforce three leadership skills are as follows. First, for developing technical skill, there is a need for systematic education of basic working experience relevant to a major field of study. Second, for developing human skill, there is a need for education of leadership, motivation, conflict management, communication, group dynamics and presentation etc. Third, for developing conceptual skill, there is a need for education of founding vision, business strategy and creative idea etc.

• 공학교육연구
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• 제12권1호
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• pp.64-72
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• 2009

본 연구는 공학교육인증제 운영과정에서 강조되고 있는 학습성과 중 리더십 교육과 관련한 CQI 방안을 탐구하는 데 목적이 있다. 이를 위해 본 논문에서는 리더십 교육과 관련된 영남대학교의 사례를 연구하였다. 본 연구를 위해 리더십 교육과 관련된 영남대학교의 교과 및 교과 외 교육과정 분석, 리더십 교육 CQI 방안 마련을 위한 전문가 및 유관 기관 실무자 포커스그룹 면담이 실시되었다. 또한 리더십 캠프 참가자를 대상으로 리더십 역량진단, 리더십 교육 수요 조사, 캠프 만족도 조사를 실시하였다. 리더십 캠프진행을 주관한 데일 카네기 연구소 대구지부의 전문 강사들과 포커스그룹 면담을 실시하고 캠프 기간 동안 비참여관찰법을 통한 내용분석과 질적 면접이 병행되었다. 본 연구 결과를 정리하면 다음과 같다. 첫째, 대학수준의 수학능력 향상방안과 심리적 차원의 역량강화 방안이 동시에 고려되어야 한다. 특히 지방대학이라는 특성을 고려할 때 외국어 능력 향상과 자신감 및 비전 수립을 위한 교육에 역점을 둘 필요가 있다. 둘째, 일회성의 단기 리더십 세미나 및 팀 티칭 형태의 교육을 보완하기 위해서 설계교과목 이수체계도를 활용한 중장기 교육계획 수립 및 리더십 캠프 참가 경험이 있는 학생과 차기 캠프 참가자들간의 멘토-멘티제 운영이 고려될 수 있다. 셋째, 리더십 교육에 역점을 두는 전공, 학과 및 교내외 유관기관 관계자들로 구성된 리더십 교육 자문위원회를 구성함으로써 체계적이고 효과적인 리더십 교육을 실현할 수 있을 것이다.

• 동아시아경상학회지
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• 제11권3호
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• pp.37-45
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• 2023

Purpose - This research contributes to the existing literature by shedding light on a unique intersection of creativity and leadership, carving out a niche that calls for further exploration. Thus, this study addresses the questions regarding how creative leadership manifests within the context of art education and what the distinct types of business leadership from applying creative leadership principles are in art education? Research design, data, and methodology - This research is made up of two stages to collect textual data from the literature. The first stage involves screening titles and abstracts to weed out studies that overtly lack alignment with the research's focus. The second stage involves a full-text review of the remaining studies to ascertain their suitability based on the research objectives. Result: There are four types of business leadership on Creative Leadership in Art Education, such as Visionary Artistic Leadership, Collaborative Expressionist Leadership, Adaptive Impressionist Leadership, Experimental Abstract Leadership, Experimental Abstract Leadership. Conclusion - The research could conclude that 'Visionary Artistic Leadership' offers practitioners a compelling strategy for igniting innovation within their teams and organizations. HR practitioners can foster a culture of daring creativity by encouraging leaders to embrace visionary thinking. To implement this style, HR professionals can nurture individuals strongly inclined towards innovative ideation.

• 한국컴퓨터정보학회논문지
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• 제22권11호
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• pp.151-160
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• 2017

IIn this paper, I investigate the effect of special education teachers' self-leadership on job-satisfaction. The data was collected from 141 special education teachers to analyze the correlations between self-leadership, job and life satisfaction. In addition, another purpose is to analyze how self-leadership influence on job satisfaction (human relationship, assigned tasks) and life satisfaction. The results are shown as follows. First, self-expectation and goal setting, self-expectation and human relationship, human relationship and assigned tasks have meaningful correlation. Second, self-expectation and self-rewarding are sub-factors of self-leadership that have great influence on human relationship which is a subordinate factor of job satisfaction and assigned tasks. Third, self-expectation and self-rewarding are factors of self-leadership that have a great influence on life satisfaction. Finally, it shows that self-leadership has an effect on life satisfaction through assigned task, which is a factor of job satisfaction. However, through human relationship, self-leadership does not have a meaningful effect on life satisfaction. This study is significant by finding sub-factors which influence special education teacher's self leadership, job satisfaction and life satisfaction by using Bootstrap method.

• 공학교육연구
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• 제17권1호
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• pp.12-19
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• 2014

This qualitative research aimed to understand what leadership engineers need to have based on perceptions of people in charge of human resources in the large engineering companies in Korea. Focused group interviews were performed with 10 participants and the collected qualitative data were analyzed using the constant comparative method. The findings showed that the required leadership for engineers consists of six elements: technological professionalism, management skills, cross-functional skills, abilities to change organizational culture, work ethics, and technological creativity. This leadership elements were formulated in the engineering work environment and job characteristics which can be represented by technology-based professionalism, flexibility in work, and process-centered work. The implications for collegiate engineering leadership education were also suggested.

• 융합보안논문지
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• 제16권6_1호
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• pp.33-42
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• 2016

이 연구의 목적은 NCS 기반 역량 교육을 적용하여 해군부사관과에 적합한 리더십 교육방안을 고찰하는 것이다. NCS 기반 역량 교육을 적용한 리더십 교육은 지식과 경험을 통한 개별역량 통합적 활용을 키우는 것이다. 이에 따른 해군부사관과의 리더십 교육은 4단계로 구성된다. 구체적으로 보면, 첫째, 역량 진단. 둘째, 역량 진단을 통한 교육방향 설정과 프로젝트 구성. 셋째, 프로젝트를 통한 이론과 배경지식의 통합과 프레젠테이션을 통한 문제분석 및 해결방안의 의사소통 경험 제공. 넷째, 역량진단을 통한 학습 결과 제시이다. NCS 기반 역량 교육을 적용한 리더십 교육은 해군부사관과의 학생들이 프로젝트를 구성하고 프레젠테이션으로 발표함으로써 리더십 핵심역량을 향상시키는 방안이다. 마지막으로 이 연구의 한계와 향후 연구를 위한 제언을 하였다.

• International Journal of Contents
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• 제15권1호
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• pp.58-63
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• 2019

The objective of this study was to explore a specific method and strategy for 'Global Leadership Program Model' in order to enhance global leadership, which will emphasize the aspect of open mind and attitude toward diversity, cross-culture, communication, and global manner. This research explored the concept and characteristics of global leadership and competency based education, and analyzed effectiveness of satisfaction and participation on global leadership programs implemented in K University and analyzed the learners' recognition on the experience. Also, the research integrated the values of global leadership with the strategies of competency-based education, and finally developed 'Global Leadership Program Model'. As a result, 'Global Leadership Program Model' might be able to help students use knowledge and skill in various contexts, and serve in the community with responsibility. It is expected that students could be facilitated to perform task and role communicating with others, and they might know exactly what learning outcome they are required to establish and what standard is used to evaluate the performance, so that this environment might motivate them and encourage them to follow the learning process more effectively.

• 공학교육연구
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• 제25권5호
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• pp.20-32
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• 2022

This research sought to investigate the relationships among self-leadership, social support and interpersonal competence of women engineering students. First, women undergraduate students' differences respecting self-leadership, social support and interpersonal competence were examined. Second, the relationships among self-leadership, social support and interpersonal competence were identified in terms of sub-factors of those three variables. Third, the effects of social support and interpersonal competence, as perceived by women undergraduate students, on self-leadership were explored. A total of 398 women undergraduate students from three universities in Korea responded to survey based on a three-variables scale. The findings were that, firstly, women engineering students scored lower in all of the three variables including self-leadership, social support and interpersonal competence, and that these major differences were statistically significant. Secondly, a positive correlation among self-leadership, social support and interpersonal competence was identified. Thirdly, it was determined that self-leadership was affected significantly by social support and interpersonal competence. The practical implications of these findings are discussed herein, with particular attention on education for promotion of self-leadership, social support and interpersonal competence.

• 한국안전학회지
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• 제36권1호
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• pp.36-43
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• 2021

Effective leadership in safety performance, such as safety leadership, has received attention as a factor that greatly affects safety performance in various high-risk industrial environments. Based on prior research, this study aims to analyze the impact relationship between safety leadership, safety observance, safety education, and safety culture to reveal the effectiveness of safety leadership. In addition, this study will examine the effects of safety leadership on safety observance and safety education to identify the effects of safety understanding. For this purpose, a survey was conducted with employees of an aviation manufacturing company in Gyeongnam. For verification, a positive factor analysis, correlation analysis, and structural equation analysis were conducted using the AMOS 21.0 program. This study's findings show that, first, safety leadership has a positive and significant impact on safety observance and safety education. Second, safety leadership was found to have a direct impact on organizations' safety culture. Third, although safety observance has significant positive effects on safety culture, safety education has often been rejected. Finally, after verifying the control effect of safety understanding, this study uncovered the presence of an adjustment effect in the effect of safety leadership on safety observance. Therefore, based on the results of this study, theoretical and practical implications suggest that through the exercise of safety leadership, managers can improve their organizations' safety culture by increasing organizations' compliance with safety observance and/or acceptance of safety education.

• 수산해양교육연구
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• 제25권2호
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• pp.526-537
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• 2013

The purpose of this study was to provide basic data needed for analyzing the factors needed for students' positive participation in physical education class and developing the leadership skills needed for effective class guidance by analyzing what relationship there exists between a physical education teacher-exercised transformational leadership and students' trust in physical education teachers and class satisfaction; thus, this study drew the conclusions as follows: First, in the relations between a physical education teacher-exercised transformational leadership and students' trust, it was found that a physical education teacher's charisma and intellectual stimulus had a positive influence on high school students. Second, it was found that a physical education teacher's charisma and individual consideration had a positive influence on a physical education teacher-exercised transformational leadership and the subordinate factor in class satisfaction-a sense of accomplishment while individual consideration and intellectual stimulus were found to have a positive influence on evaluation. Third, as for the trust in a physical education teacher and class satisfaction, the trust was found to have a positive influence on both a sense of accomplishment and evaluation.