• Journal of Practical Engineering Education
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• v.11 no.2
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• pp.195-206
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• 2019

Accelerated technological advances and the convergence of information and communication technologies have led to changes of career concepts from one of lifetime employment to that of lifetime career. Given the importance of continuous career development for workers these days, systematic supports for workers' career development at the national level is necessary. Accordingly, a conceptual model of career competency mobility map (CCMM) has been proposed to support the development of workers' career competencies. The purpose of this study is to identify key issues that we should consider for real implementation by applying to each stage of the CCMM conceptual model as a case study. Based on the procedure presented in the conceptual model, the research process which includes collecting user information, conducting self-diagnosis of NCS-based job competencies, deriving necessary training competency, offering the guidance of training programs and job information were conducted. The results of the case study showed our participants' scores of competencies required further development and ranged from 1.83 to 4.52. Sequentially, a personalized information profile was offered for competency development, including training, certificates, and job information. Participants stated that the diagnosis results and profiles were meaningful and helped to explore further career development. Based on the results, implications are suggested.

• The Korean Journal of Community Living Science
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• v.17 no.4
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• pp.81-95
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• 2006

This study was made to find out how stress affect on nutrition status of the college freshmen who were experiencing physical growth and development as well as drastic emotional change. 400 male and female freshmen in 4 year colleges were surveyed respectively through the health check-up procedure for college entrance in February, In order to find out the stress in each group frustration, deprivation, lack of self efficacy, type A behavior and anxiety response were surveyed through 10 questions with total 40 points by assigning 4 points for each question. Diet Status was expressed by DDS (Dietary Diversity Score by 5 food groups) and DVS(Dietary Variety Score). 24-hrs recall method was used to find out the quantity of daily nutrient of EAR(estimated adquacy ratio) by KDRIs(Korean Dietary Recommended Intakes). Nutrition level was analyzed by Can-Pro for professionals (Korea Nutrition Association). And for the quality intake, percentage was calculated and MAR(Mean Adequacy Ratio) were produced. Highest point was obtained in the stress of anxiety with the total 40 score of 30.20, and the scores were 29.79, 28.67, and 28.39 for deprivation, type A behavior and frustration respectively. There was no difference of blood components in accordance with stress type. Stress type was divided into less sensitive group and highly sensitive one and the relationship with the blood nutrient status was observed. The difference of blood component and blood pressure in sensitive and highly sensitive groups was observed in deprivation and anxiety. The index of blood pressure(p<0.05), hemoglobin(p<0.01), HDL-cholesterol(p<0.05), and Fe(p<0.05) was high in the deprivation of sensitive group. Blood pressure and hemoglobin was high in type A of sensitive group(p<0.05). And the contents of blood triglyceride was high in the anxiety of sensitive group(p<0.001) The result of nutrition intake analysis according to stress type showed that there was low intake for energy, riboflavin, and niacin. When the degree of deprivation was high there was a lack of riboflavin intake and there was no significant difference of nutrition intake in lack of self efficacy, type A behavior and anxiety response. Thus, it is necessary for colleges to educate the students to maintain mental stability through various programs and activities after catching a kind and extent of the stress college students we meeting with like the confusion of value system, open heterosexual relationship, and the employment difficulties linked with political uncertainty and economic recession.

• Journal of the Korean Society of Clothing and Textiles
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• v.34 no.2
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• pp.371-384
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• 2010

This research investigates the historical changes of the educational system for the clothing departments at vocational high schools. According to the growth of the fashion industry, employment potential in the clothing departments of the vocational high schools, numerical changes in the educational statistics, and curriculums were investigated by papers, reports, and statistic data. The statistic data were derived from the 'Center Educational Statistics and Information', 'School Information' (Hak-gyo Alimi), 'Korean Statistical Information Services' and internet home pages of vocational high schools. Technical service workers that graduate from clothing departments and vocational high schools have limited competitiveness in a thriving fashion industry field. Highly developed fashion industries require more professional workers in fashion design, fashion marketing, and fashion materials. Compared to 1994, when 35 classes were conducted in 5 vocational high schools, 69 classes are now conducted at 15 schools. They have over 2,000 students and produce over 600 graduates. However, 222 credits of the $1^{st}$ curriculum in 1958 went down to 82 credits in the 2007 revised curriculum to complete the credits of clothing departments. The 15 courses of the 1st curriculum fell to 5 courses in the 2007 revised curriculum on the number of major subjects. It is a fundamental problem that major courses in clothing education have been excessively reduced despite the demand for of highly specialized workers in the fashion industry. In the view of operating conditions of those schools, there were several problems such as the wide gaps in the curriculum, limited equipment, the supply of teachers, and counseling on the choice of college or a career. In conclusion, the following measures are required: 1) the increase of complement credits in major subjects and renovation of curriculum, 2) national substantial support to change the social circumstance concerning vocational education and occupational consciousness, 3) operation of credit approving systems in universities and colleges for students that have completed the same courses at vocational high schools, 4) designing realistic programs for vocational education and cooperation systems with corporate enterprises.

• Journal of Engineering Education Research
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• v.10 no.4
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• pp.17-28
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• 2007

This paper aims to present the ways to maximize educational effects and facilitate a curriculum renovation through the Specified Track Curriculum Development, a joint lecture system among local universities which is implemented by Busan Educational Alliance of Mechanical Engineering (BEAM) as part of New University for Regional Innovation(NURI), a government-sponsored project to facilitate a balanced regional development of Korea. The Specified Track Curriculum is a unified governing body joined by 4 universities of mechanical engineering departments with an emphasis on their specified academic fields(advanced hightech, environmental, marine and foundational machinery sectors), And the universities mutually recognize academic credits. The track (Specified-Track Curriculum) was carried out three times from winter semester in 2005 to the present and 486 students took the track course for two years. As a result, the track laid out a foundation for the first local joint lecture system in korea with the performance-oriented and students-tailored education, meeting needs of the new era and training efficiency. The graduates' employment rose to 8.5%, compared with that of 2005. According to recent survey conducted on companies employing the graduates, the satisfaction with the graduates' performance marked 9.4% improvement. The track also contributed to expanding human networks, facilitating the educational exchange of local universities.

• The Journal of Korean Physical Therapy
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• v.3 no.1
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• pp.39-58
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• 1991

This study was carried out to recognize the understanding of high school teachers about physical therapist during September in 1988, The study population was comprised of 511 high school teachers who had lived in Seoul and Kyunggi Province. Mate teachers were $56\%$ and the rest of them were females. In age distribution $45.4\%$ of them belonged to the 3rd decade, in religion $36.2\%$ of them were Christians, and in their carrier $45.8\%$ of them were less then 5 years. The results obtained were as follows. 1. The high school teachers who knew about department of physical therapy is amounted to $62.6\%$ in male and $49.8\%$ in female. The high school teachers ($41.7\%$ in male and $38.6\%$ in female) considered that students aptitude was the most important thing to keep in mind in counselling those who wished to become physical therapists. There were difference in opinion between male and female teachers as to the counselling criteria (p<0.05). 2. The high school teachers who knew that the students would beemployed in sport center and health clubs after graduation amounted to $24.3\%$ in males and in general hospital to $27.1\%$ in female. There was significant difference in the knowledge for their field of employment between male and female teachers (p<0.05). 3. As to the effectiveness of the physical therapy, $41.3\%$ of male and $29.8\%$ of the female teachers responded to 'satisfactory', but indicating no statistical difference both sexes. 4. As for the attitude of physical therapiest, $43\%$ of them answered that kindness and service devotion were the prerequisite for them. There were statistical difference between male and female teachers in concepts about attitude (p<0.05). To the social level of physical therapist, majority of the teachers thought that physical therapist belong to moderate level in social class. 5. Those who considered that the physical therapy was necessary means for treatment of trauma amounted to $73\%$. The reason why teachers thought that physical therapy was not necessary was that it required too long period of time for the treatment. 6. Those who knew fully the job of physical therapist amounted to $55\%$ and the 55. $9\%$ knew that physical therapists work only at hospitals as the therapist and the rest of them misunderstood the job of physical therapist. 7. As for the academic background to be qualified as physical therapist, $76.2\%$ of them said that graduation of Junior College was required, $12.9\%$ graduation of Senior College and the rest of them had no ideas at all. There was no statistical difference between male and female teachers.

• Journal of Digital Convergence
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• v.17 no.8
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• pp.15-26
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• 2019

This study was to explore the domestic research trends, and education and operation cases concerned with Korean colleges in the fourth industrial revolution era. It was conducted through the analysis of 114 academic papers registered to the Korea Research Foundation, the newspaper articles, and the main 4-year university homepage from 2016 to April 2019. The results was as follows. Research papers have been increasing since 2016; research were conducted by humanities and social sciences as well as engineering academics interesting in research topics such as technologies, curriculum, and teaching and learning by mainly using quantitative research, literature research. As for the college education, reorganization of the undergraduate and majors centered on the science and engineering field, teaching and learning related with learner's participation and performance, and provide efficient academic affairs management and career guidance using Chatbot or Cloud computing. Industry-academia cooperation was focuses on the field of science and engineering. In future research, it is necessary to explore the research on college students' career and employment, the research on academic affairs management and infrastructure, the relational research considering the variables among college students and faculties, and the qualitative and mixed method approach.

• The Journal of the Korea Contents Association
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• v.21 no.4
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• pp.454-462
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• 2021

The purpose of this study was to identify learners with poor learning in basic cooking practice subjects for college students majoring in cooking, operate a basic practical ability improvement program, and apply an action learning teaching method. We tried to analyze the subjective perception of learners using the Q methodology. In addition, it was intended to improve the major competencies for the operation of practical programs related to cooking training, field training, and employment of learners. The survey was conducted from May 1st to 20th, 2020 for first-year students in C cuisine major. As a result of the analysis, a total of three types were derived. Type 1 (N=7): Self-directed learning effect type, Type 2 (N=8): Problem Solving Effect Types, Type 3 (N=6): Peer learning effect type, each unique feature type Was analyzed as. Through the progress of this study and the derivation of implications, it is expected that it will be useful data for the application of teaching and learning methods related to practical work and program operation in cooking-related departments.

• Journal of the Korean Crystal Growth and Crystal Technology
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• v.33 no.1
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• pp.22-30
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• 2023

Currently, almost all product development in the jewelry industry utilizes 3D CAD and 3D printing. In this situation, 3D CAD modeling and 3D printing ability units in colleges, Tomorrow Learning Card Education, and Course Evaluation-type jewelry design related education are conducted with developed curriculum based on the standards for training standards, training hours, training equipment, and practice materials presented by NCS. Accordingly, this study analyzes 3D CAD modeling and 3D printing training facilities, training hours, training equipment, etc into three categories of NCS precious metal processing and jewelry design, and studies the development of educational systems such as 3D CAD/3D printing curriculum and various environments that meet these standards. Education using this 3D CAD/3D printing education system will enable us to continuously supply professional talent with practical skills not only in the jewelry industry but also in the entire 3D CAD/3D printing manufacturing industry, which is called as one of the pillars of the 4th Industry. The quality of employment of trainees receiving education and the long-term retention rate after employed can also have a positive effect. In addition, excellent educational performance will help improve the recruitment rate of new students in jewelry jobs or manufacturing-related departments, which are difficult to recruit new students in recent years.

• Journal of The Korean Association For Science Education
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• v.26 no.4
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• pp.527-536
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• 2006

This study investigated the components of science teacher professionalism, the meaning of PCK (Pedagogical Content Knowledge), examples of science PCK, and complementary measures that should be taken to improve teacher professionalism. Six science teachers recommended by their colleagues explained that the science teacher's professionalism (or professional knowledge) consists of science content knowledge, knowledge about teaching, knowledge about learners, and improvement efforts. Science teachers' definition of PCK, which is the professional knowledge that members of the wider society expect teachers to possess, is the teacher's materialized knowledge that aims at students' understanding and PCK is the accumulated know-how of teachers as they strive to make their teaching comprehensible by students. Science teachers also contended that teachers as professionals need to complement an accountability system, acknowledgement of continuous self-developmental efforts, collegiality, and securing validity in the teacher employment test. The teachers argued that the societal recognition of teaching professionalism is essential for a high quality teaching. Suggestions for how to improve science teaching professionalism are also discussed.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.13 no.2
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• pp.177-192
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• 2018

The mission of the university is to grow young people who will be responsible for the next generation nation to mature society. In particular, the role of universities in the 4th Industrial Revolution era is to foster creative talents. Therefore, innovative changes are required for existing infusion education and employment-oriented college education contents and teaching methodology. In the high youth unemployment rate, entrepreneurship education is spreading to universities to innovate existing organizations and create new jobs. Until now, however, the effects of university entrepreneurship education have been studied mainly in the field of start-up. Therefore, it is very difficult to study various effects on entrepreneurship education. In this study, empirical analysis of the effect of entrepreneurship training on career preparation behaviors of university students who are about to enter the society is verified. The sample of this study was surveyed from August, 2016, and the questionnaire was applied to 393 university students who selected 5 universities and entrepreneurship education. As a result of the analysis, the ability of communicative communication and creative problem solving cultivated through entrepreneurship education had a positive effect on entrepreneurship and self - efficacy, Entrepreneurship and self - efficacy had a positive (+) positive effect on career preparation behavior. However, cooperative communication ability, creative problem solving ability, and effective work behavior ability by entrepreneurship education were not directly related to career preparation behavior. On the other hand, in verifying the mediating effect of entrepreneurship and self - efficacy, it proved that mediating role of positive communication between collaborative communication ability, creative problem solving ability and career preparation behavior. The implications of this study are as follows This study examines the effects of university entrepreneurship education on career preparedness behaviors.In other words, the university proved the direct effect and the mediating effect that affects positively (+) effect on career preparation behaviors by encouraging entrepreneurship and self - efficacy, rather than quantitative extension based on competency. Also, the implication of the parameters (entrepreneurship, self - efficacy) as a key variable for the effect and performance of career preparation behavior was derived.It also suggests that it is necessary to improve the creativity ability of entrepreneurship education so that it can have a direct and meaningful influence on career preparation behavior. First of all, it is urgent to develop a qualitative evaluation index for entrepreneurship education in order to measure these effects. Therefore, further study is required to verify the various implications for future entrepreneurship education, as well as the implications that entrepreneurship education is indispensable for the preparation of university students' careers.