• Journal of Internet of Things and Convergence
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• v.3 no.2
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• pp.33-39
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• 2017

The purpose of this study is to analyze the characteristics of talents required in electronic companies in the 4th industrial revolution. we conducted a network analysis on the key talent of the companies presented in over 100 job announcements to companies in the electronics industry. The results of the study are as follows. First, electronic companies showed the most favored creative talents, preferring collaborative talent and challenging talent. Second, looking at the core definitions of talent, change, response, problem solving, performance creation, communication, challenge, professionalism, enthusiasm, development, aggressiveness and spontaneity were used. In other words, key keywords emerging from the 4^th industrial revolution were being used continuously. Third, in the Centrality analysis, talented people who emphasize humanity also appeared. Based on the study, it suggested that manpower training of the 4^th Industrial Revolution.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.12 no.6
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• pp.89-98
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• 2017

The dynamic entrepreneurial activities of small businesses or individual entrepreneurs seeking to enter the global market based on innovative ideas and challenging spirit in the modern society, which is trending in entrepreneurial capitalism according to the times, Leading to new growth engines. In order to promote the establishment of universities in Korea, the government has been working on 'Five-Year Plan for University Entrepreneurship Education(2013-2017)', 'Efficiency of Government Start-up Support in 2015', and 'Five-Year Basic Plan for Activation of Industry-University Cooperation(2016-2020)'. However, there are still practical limitations in spite of the efforts made by universities and research institutes to revitalize start-ups. As a way to overcome these limitations, this study aims to systematize the entrepreneurship education of the university, and examines the role of changing universities and theory of clusters and the entrepreneurship education. In addition, we will look at the factors of creative university culture centering on the representative cases of the Innovation University in US, and present a conceptual framework for cluster-based entrepreneurship education for the purpose of 'successful entrepreneurship' which is different from 'start-up success'. The conceptual framework of cluster-based entrepreneurship education is based on the establishment of 'Integrated Entrepreneurship Education Platform' to revitalize start-ups centered on university technology. At the same time, this framework focuses on the three factors of talent, technology, and culture based on the relevant theories and examples, and emphasizes the clustering of entrepreneurial resources, entrepreneurial policies and leadership that should be involved in entrepreneurship education.

• Journal of the Korean Society of Earth Science Education
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• v.17 no.1
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• pp.34-48
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• 2024

With the global rise in interest in competency-based education, the Ministry of Education of the Republic of Korea outlined six core competencies in the 2015 revised curriculum, essential for future society's 'creative and convergent talent'. This study introduces an HTE-STEAM constellation education program designed to develop the core competencies outlined in the 2015 revised curriculum and address the limitations of hands-on astronomy education. The program's effectiveness was assessed through a pilot test. The program was implemented at G Library, an out-of-school education site in Cheongju-si, Chungcheongbuk-do, targeting students from 3rd to 6th grade. The study's results include: First, the HTE-STEAM program significantly impacted all aspects of the STEAM attitude test except for 'self-concept', particularly influencing 'science and engineering career choice', 'consideration', and 'communication'. Thus, it has led to positive outcomes in the cultivation of future society's core competencies, including 'creative thinking skills', 'communication skills', and 'community skills'. Secondly, the HTE-STEAM constellation education program, despite covering the challenging concept of spacetime, was deemed easy by many students. Observations of students applying the spatial concepts they learned by using teaching aids suggest that the program was effective in enhancing students' understanding of the spatial structure of the sky and the universe. Additionally, this program aligns with the 2022 curriculum's updated standards for understanding the sky's spatial structure. Consequently, the HTE-STEAM constellation education program positively cultivates future society's core competencies and serves as a valuable complement to night observation practices in schools.