• Korean Journal of Childcare and Education
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• v.3 no.2
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• pp.123-146
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• 2007

This study has attempted to suggest an assistant model for systematic child care accreditation. This has been carried out from the current consciousness of such needs for child care accreditation as large regional disparity in assistant level, no indication to definite contents and method of assistance, demand for assistant professionals with intensified capacity and requirement for the support of financial and human resources. Six stages of assistant process: the stage of establishment and management of preparation class, the stage of application for assistance and consultation, the stage of assistant meeting, the stage of workshop and observation to exemplary institutions, and the stage of practical application and evaluation of visiting assistance have been suggested. Particularly in order to improve the efficiency of assistance, organization of a committee of expert advisors in each area has been indicated. For the guideline of assistant management, operation of preparation class for accreditation, security of assistant committee members, provision of systematic training and assistant manual, development of supervision program and financial support have been suggested. This assistant manual will contribute to systematic and efficient conduct of assistance program of child care accreditation.

• Korean Institute of Interior Design Journal
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• v.13 no.2
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• pp.3-9
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• 2004

The present study is an analysis of the process and affects of interior design accreditation by FIDER(Foundation of Interior Design Education Research) in the United States. Due to the consequences of becoming a member of WTO(World Trade Organization), currently Architectural programs in Korea are seeking ways to set up this accreditational system. The history of interior design education has always been closely interconnected with architectural education, moreover the educational system in Korea has long been affected by that of the United States. Therefore, the author believes that it is crucial for interior design educators to understand the meanings and affects of accreditation system in order to be prepared for this globalization. This paper analyzes the accreditation system between Architectural and Interior Design programs in the United States with that of Korea. It also presents an In-depth study of FIDER accreditation process in the interior design program at Kansas State University, where the author has participated as a preparation member. Thus hope to serve as a guideline for self evaluating interior design programs in Korea.

• Korean Journal of Child Studies
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• v.21 no.4
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• pp.177-196
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• 2000

A large sample (1090) of randomly selected early childhood education professionals and government officials rated each of the 133 standards of "A Model for Institutional Accreditation for Early Childhood Education and Care"(Yang, 1999) on a scale of 1 (least important) to 5 (most important). Findings were that all kindergartens and child care centers should be evaluated for accreditation every 3 years with 3-6 months for self-study and on-site validation visits by representatives of the appropritates agencies for 1-2 days. Evaluation results are should be used by institution personnel as a guide to self-supervision, by government officials as a funding standard and by parents as criteria of program quality. Essential accreditation standards included: facilities and equipment; curriculum; nutrition, health and safety; administration and management; and support systems. Safety and teacher-child interactions were most highly rated while parent involvement was not highly rated.

• Journal of Digital Convergence
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• v.12 no.10
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• pp.455-466
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• 2014

This study has been implemented to improve the quality in geriatric hospital through the Hospital Accreditation. So research a change in the perception and attitude of the Patient Safety, Organizational Culture, Job Satisfaction, Financial Performance of hospital staff after the Hospital Accreditation. For this, a survay was conducted from April 1 to July 20, 2014 to targeting staffs of eight geriatric hospital in the Busan city. Thus, a total of 283 questionnaires were used in the study. Firstly, It was found that change in the perception and attitude of the Patient Safety, Organizational Culture, Job Satisfaction, Financial Performance of hospital staff after the the Hospital Accreditation. Secondly, It was found that a statistical correlation among variables such as Patient Safety, Organizational Culture, Job Satisfaction, Financial Performance. Thirdly, Organizational Culture, Job Satisfaction, Financial Performance had a positive effect on Patient Safety. Therefore, we should develop the Hospital Accreditation program with the internal assessment to implement health care quality and patient safety to ensure a complete job satisfaction of hospital staffs in the Hospital Accreditation program further improve the evaluation process of hospital care.

• Journal of Engineering Education Research
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• v.14 no.2
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• pp.13-20
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• 2011

This study aimed to seek the ways of improving program outcomes assessment systems for engineering education accreditation of South Korea through performing comparative analysis on those of the United States. Case-study research method was implemented to achieve the research goal. Five university programs, which have been well recognized as good practices in engineering education accreditation in the United States, were selected and analyzed. In addition, those of three universities in South Korea were chosen for comparative analysis, which were reformed by university affiliated Engineering Education Innovative Centers. The analysis results indicated that there were differences in each program's program outcomes, assessment level of program outcomes, evaluation methods on program outcomes achievement, and analysis and improvement records. It was drawn up that the evaluation methods on program outcomes achievement should be paid full attention. For better program outcomes assessment system, however, the followings are in more attention. Firstly, to establish program outcomes reflecting program goal. Secondly, to set up the detailed plans for analysis and quality improvement on program outcomes. Thirdly, to keep continuing efforts on curriculum update.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.113-123
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• 2017

The purpose of this study is to investigate engineering students' attitude toward convergence and relevance with engineering education accreditation, gender, and academic year and attitude toward convergence. To be specific, fist, we examined whether the instrument for measuring attitudes toward convergence were reliable and valid for engineering students. Second, we compared levels of attitudes toward convergence in terms of engineering education accreditation, gender and academic year. Third, latent classes, which were distinguished in terms of attitudes toward convergence, were identified. Participants were 2076 engineering students. By using factor analysis and Rasch analysis, validity and reliability of instrument measuring attitudes toward convergence were confirmed. The differences in attitude toward convergence in terms of engineering education accreditation experience, gender, and academic year were examined by independent t-test and ANOVA. There were significant differences in attitude towards convergence in terms of engineering education accreditation, gender, and academic year. Students who experience engineering education accreditation program and male and high academic year have higher levels of attitude toward convergence than others. Lastly latent class analysis (LCA) was conducted to identify subgroups underlying engineering students in terms of attitude toward convergence and five latent classes were identified. In addition, the chi-square results showed that there were significant relationships between identified latent classes and engineering education accreditation, gender, and academic year. Based on these results, engineering education considering students' characteristics and diversity in attitude toward convergence were discussed.

• Journal of Engineering Education Research
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• v.4 no.1
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• pp.26-47
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• 2001

The third criterion of ABEEK criteria, program curriculum, currently causes confusions and questions among those who are preparing the accreditation, because the requirements in division system for student majors, that many universities adopt in Korea, contradicts those in the ABEEK criteria in various aspects, and the accreditation is new to this country. This paper describes the development procedure of the program curriculum according to the provisions of the ABEEK criteria, and discusses the easiness of the procedure and the difficulties we encountered during the curriculum development. It is found that the third criterion for program curriculum is well documented and provides an acceptable guideline for the preparation of ABEEK accreditation, although there are several aspects to be improved or clarified.

• Journal of the Korean Society for information Management
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• v.17 no.2
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• pp.101-118
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• 2000

This study examines the university accreditation program and its effect on the resources in the accredited libraries, by using library statistics published in 1990-1999. The results indicate the accreditation may effect on the increase in library seat numbers, building spaces, library holdings, and budgets which included in the evaluation criteria, and the slight decrease in library personnel which is not. It suggests library professionals to be more involved in the accreditaion process to improve the present evaluation criteria and assessment methods.

• The Journal of the Korean dental association
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• v.53 no.3
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• pp.201-215
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• 2015

The Korean Institute of Dental Education and Evaluation (KIDEE) was established in 2007 to provide the quality assurance in dental education. The KIDEE has been recognized by The Ministry of Education from Jan. 2015 for 5 years. KIDEE had accredited basic dental education programs of all 11 Korean dental schools. The dental accreditation system was introduced to encourage the improvement for dental schools, to ensure the quality of dental practice and most of all, to establish an internationally compatible system of evaluation and accreditation. The accreditation system in Korea is supported by voluntary service of many dental professionals and contribute to improve the quality of dental education program in all institutions. The accreditation by KIDEE let the students and the dentists be taught with assured education program and the all Koreans be cared by the qualified dentists. A quality education system thus provides a sufficient number of qualified dental health professionals to meet the workforce needs of the nation. Ultimately, this should result in quality oral health care for the public. Finally, by specifying the competencies of graduates, the standards will define the scope of dental practice. This may serve to define the profession of dentistry and differentiate it from other health professions, or to differentiate among the specialties in dentistry in the case of advanced dental education programs.

• Korean Journal of Comparative Education
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• v.18 no.4
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• pp.163-186
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• 2008

This study intends to understand deeply the higher education evaluation accreditation system in Taiwan. Taiwan established newly the Higher Education Evaluation & Accreditation Council in 2005, an independent organization with the exclusive responsibility to execute evaluation. Three kinds of evaluation have been accomplished, including University Program Evaluation which assesses whole university management, Academic Fields Evaluation and Performance Evaluation which compare the superiority and inferiority among universities. The Accreditation system is applied only to Academic Fields Evaluation. For evaluation, each university presents a self-evaluation report, undergoes an visiting evaluation, makes out an evaluation report and lastly is notified of the result. The evaluation is divided into three results : pass, waiting observation and non-pass. According to an announcement in June 2008, the rate of non-pass universities reached the 15.7%. The non-pass universities are supposed to receive the disadvantaged in the admission number limit and take the following evaluation in the following year. Debates still exists concerning the eliminatory nature of the system and the announcement of achievement rankings through evaluation results. Other problems include the improvement of quality of evaluation committee members and the irrational evaluation standards. These problems will be meaningful for the development of the korean higher evaluation system.