• Korean Journal of Comparative Education
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• v.28 no.4
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• pp.83-106
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• 2018

The purpose of this study is to analyze the management and quality assurance of higher education franchising in UK universities. Central Lancashire University, Liverpool John Moors University and London Metropolitan University were selected for the case study. The findings based on the framework consisting four areas are as follows. First, the franchising was actively pursued due to the interest of UK universities in securing student and financial resources associated with the interest of partner universities aiming at internationalization and development. Second, the field of cooperation reflected the strengths of UK universities and the needs of partner universities, while the types and degree awarding methods were diversified thanks to the autonomy given to UK universities. Third, the management system was well structured to guarantee transparent and valid operation of franchising with the intensive support of the headquarter at the beginning stage. Fourth, rigorous quality control measures were applied to provide education services of the same quality. In this process, QAA played an important guiding role. Based on these findings, we suggested policy implications for the Korean government as well as universities who are interested in franchising of higher education.

• Korean Journal of Comparative Education
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• v.22 no.4
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• pp.125-147
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• 2012

The purpose of this study is to explore university entrance system with particular regard to the interview system of some leading universities. In order to accomplish this end, I sketched university entrance system as a whole, applying procedures and entrance requirements, selecting criteria, and explore interview systems of leading universities, including Oxford, Cambridge, UCL and Imperial College. The university entrance system in the UK is closely related to the educational achievements at secondary schools and sixth form colleges. Admissions tutors look at applicant's academic ability and potential through various entrance requirements. Leading universities such as Oxbridge stress performance at interview with excellent examination grades, due to competition for places is strong. Admissions tutors are looking for the students who are best suited to the unique university education in general and the course applied for. The university entrance system in the UK would be shed light on Korea university entrance system in terms of basic principles and interviews as a whole and of addressing the academic ability and potential to flourish at the university.

• World Technopolis Review
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• v.6 no.1
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• pp.3.1-3.15
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• 2017

Given the diverse environmental contexts of universities worldwide there is a need for a theoretical orientation that addresses the entrepreneurial university in a range of settings. Applying the institutional perspective this research explores how universities are strongly influenced by, as well as active influencers in, their surrounding environment. To do this, we examine case narratives of two universities in each of the following countries: Norway, Sweden, Finland, the UK, and the U.S. Analysis focuses on five entrepreneurial dimensions as defined by Nelles and Vorley (2010a): Structures, Systems, Leadership, Strategies, and Culture while examining the impact of regional and national context at regulative, normative, and cognitive levels of analysis. We address two research questions: How do universities interact with their institutional context in developing entrepreneurially and what actors and forces are most important in motivating institutional change in developing a university's entrepreneurial architecture?

• Food Science and Industry
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• v.41 no.3
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• pp.47-64
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• 2008

• Korean Journal of Comparative Education
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• v.28 no.3
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• pp.77-101
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• 2018

In order to respond to rapid change in career world and future society, there has been need to strengthen the competitiveness of higher education institutions and career education system in universities. The article discusses an exemplary case studies of career education that being held in universities of developed countries such as, the United Kingdom(UK), the United States(USA) and Singapore. According to the analysis, in the UK, there has been a gradual interference by the British government; in the US, states respectively establish an educational policies and laws, as a result, it has quite a strong local government style. On the other hand, in the Singapore, as the majority of the universities are national university, the Government leads in establishing career education policy. As a result, this article aims to explore policies of career education in higher education institution in developed countries and provide an implication for Korean national career education.

• Journal of the Economic Geographical Society of Korea
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• v.20 no.2
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• pp.214-227
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• 2017

There is an increasing attention by scholars and policy makers that university campus can be the key space for the location of high-tech companies and research facilities as well as the promotion of university-industry collaboration activities. There is a tendency that science parks in the UK have a close connection with neighboring universities on the basis of university-industry collaboration activities. Moreover, the role and importance of the university in the evolution process of science parks has been rapidly increased since the 1990's. Recently, the UK government started to push ahead with the university enterprise zone programme, as a new type of enterprise zone, in order to promote university-industry collaboration and local economic development. In this regard, the Korean government also needs to pay attention to the new role of universities, especially universities located in non-capital areas, for not only strengthening the competitiveness of universities, but also fostering regional and national economic development.

• Korean Journal of Clinical Pharmacy
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• v.25 no.2
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• pp.61-67
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• 2015

Pharmacy education and training is continuously evolving to meet the requirement from the society in the UK. Most pharmacy schools offer the Master of pharmacy degree which is a four year undergraduate programme followed by a year of pre-registration placement spanning a year supervised by a professional pharmacist who has at least 3 years' post-registration experience; however, some universities provide either a 5-year sandwich course where the pre-registration training is split up into two periods of 6 months or a 2-year OSPAP programme for those who are already qualified as a pharmacist outside of the UK. The GPhC has announced that the format of the registration assessment is set to change in 2016. The exam questions from 2016 will be more clinical, practical and based around a patient in a real-life scenario. This article addresses important aspects of UK pharmacy education such as university curriculum, training programme, and licence exam, therefore, could potentially offer a significant contribution to the debate about raising academic standards of pharmacy education in South Korea.

• Journal of The Korean Association of Information Education
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• v.20 no.2
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• pp.207-218
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• 2016

This paper have been knowing about policy background about Computer Science Education in UK. Every schools in UK have been teaching Computing as a subject matter from september, 2014. Department of Education in UK had replacement ICT to Computing subject. The institute have accepted that problems about ICT subject which school teacher recognised and the needs of academic sector, and the entrepreneur's needs for talented person of 21st century. We have known that Computing at School(CAS) had started grass root organization, which had been trying to changing the computer science curriculum. In the processes, it was corporation very closely among organizations, such as government, universities, entrepreneurs, awarding bodies for evaluation, and non-profit initiatives. Through this research, we have get some lessons for advancing of software education in South Korea.

• Journal of the Korean Society of Clothing and Textiles
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• v.35 no.10
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• pp.1199-1214
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• 2011

This study suggests the direction of fashion design education suitable for Korea by comparing the fashion design educational systems and the curricula of the main fashion institutions in Europe and those of some universities in Korea. For this, 6 fashion schools in UK, France and Italy and 12 four-year-course universities in Korea were sellected. At first, the educational systems of the nations above and the information about the selected institutions were examined through literature reviews. Then, case studies were performed about the curricula and the other characteristics of the selected fashion design courses by each website or leaflet as well as additional interviews with their course directors or graduates. The results of this study are as follow: First, Korean fashion design education system needs to be specialized and subdivided with a curriculum centered on fashion design. Second, a foundation course needs to be developed to raise a broad and creative approach for design as well as to discover each student's aptitude. Third, the curricula about design process and research methodology need to raise a problem-solving individual of ability. Fourth, a project-based fashion design education is required by a specialized education as well as multi-disciplinary programs. Fifth, an industry- related and market-based fashion design education is asked through internships, professional teaching staff, industry-sponsored projects, seminars and professional design critics. Sixth, English and technology needs to be added to the curricula to develop global professionals. Finally, a cultural fashion design education based on Korean identity is required to develop the Korean fashion industry into a higher value-added business.

• The Journal of the Korea Contents Association
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• v.17 no.3
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• pp.624-632
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• 2017

This study aims to suggest a new evaluating system for academic books in the field of humanities and social sciences in Korea. The data comprised the evaluating systems for researchers' academic achievements at 27 Korean and overseas universities, and questionnaire from researchers. The findings showed that academic books were rated higher twice than articles in Korean universities with various criteria. Universities in the US had no standardized systems, but publishers evaluated academic books. The UK and France had authorized organizations, REF and HCERHE, to evaluate researchers' products, whereas, in Japan, departments evaluated them without fixed systems. About 84% of Korean researchers preferred external evaluation on academic books. It is proposed to establish associations' evaluation, 'more than 200 pages and ISBN', and qualitative approach. 200-600 points can be given on books in the correlation of universities, associations, and Korea Research Foundation.