• Fashion & Textile Research Journal
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• v.9 no.1
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• pp.89-95
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• 2007

The purposes of this study were to investigate the names and locations of beauty-related high schools, and to examine the cources and subjects of beauty-related high schools according to types of high schools. Data were obtained from 8 beauty-related high schools, which consisted of 2 schools for each beauty-related high schools types and permitted the investigation of their curriculum. The findings of this study were as follows: First, These were about 30 beauty-related high schools that were mostly industrial high schools, located in Busan and Kyungsang Province, and almost used "Beauty" or "Aesthetics" as the name of department. Second, the rates of common and professional courses of business high schools and industrial high schools were similar to those suggested from the Ministry of Education and Human Resources. But for specialized high schools and integrated high schools, the rate of these courses were not in accord with those of the Ministry of Education and Human Resources. Third, The credit hour of special study in beauty-related high schools largest in hair care, followed by skin care and makeup courses. But nail and foot care were established only 2-3 beauty-related high schools. Fourth, The number of subjects of special study were largest in specialty high school. Industrial high schools offered the least number of subjects of special study. Fifth, as a result of making a comparative analysis of their subjects of special study, eight high schools offered hair care, skin care, public health and makeup courses, which had the same or similar titles. The independence titles were established nail care and foot care. The others titles were established actual training, food and nutrition, digital image processing, accounts theory, coordinatin.

• Fashion & Textile Research Journal
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• v.18 no.6
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• pp.766-775
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• 2016

In the era of globalization and unlimited competition, Korean universities need a breakthrough in their education system according to the changing education landscape, such as lower graduation requirements to cultivate more multi-talented convergence leaders. While each student has different learning capabilities, which results in different performance and achievements in the same class, the uniform education that most universities are currently offering fails to accommodate such differences. Blended learning, synergically combining offline and online classes, enlarges learning space and enriches learning experiences through diversified tools and materials, including multimedia. Recently, universities are increasingly adopting video contents and on-offline convergence learning strategy. Thus, this study suggests a teaching method based on blended learning to more effectively teach existing pattern CAD and virtual CAD in the Apparel Pattern CAD class. To this end, this researcher developed a teaching-learning method and curriculum according to the blended learning phase and video-based contents. The curriculum consisted of 2D CAD (SuperAlpha: Plus) and 3D CAD (CLO) software learning for 15 weeks. Then, it was loaded to the Learning Management System (LMS) and operated for 15 weeks both online and offline. The performance analysis of LMS usage found that class materials, among online postings, were viewed the most. The discussion menu most accurately depicted students' participation, and students who did not participate in discussions were estimated to check postings less than participating students. A survey on the blended learning found that students prefer digital or more digitized classes, while preferring face to face for Q&As.

• Fashion, Industry and Education
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• v.15 no.1
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• pp.59-65
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• 2017

Fashion professionals these days agree that changes in the fashion business are essential and highly value creativity as a genuine source for generating new ideas in fashion products as well as fashion business practices. As fashion professionals deal with problems of which solutions do not exist or that need innovative solutions for brand or product differentiation in the fast-paced environments, interest in creativity and creative problem solving in the field has increased; therefore, fashion educators have realized that there has been an increasing need for incorporating creativity or creative problem solving into the fashion curriculum. In this study, the researcher intended to review previous research on the use of creative problem solving in classrooms in various disciplines including the field of fashion education to provide insights and suggestions for fashion educators to integrate creative problem solving into the fashion education curriculum. Previous attempts to apply creative problem solving to solve issues in fashion classrooms have mostly limited to promoting divergent thinking techniques. It is suggested for fashion educators as well as fashion students to consider creative problem solving as a process consisting of the four distinct stages in which both divergent and convergent thinking techniques should be properly utilized stimulating various thinking strategies.

• Korean Journal of Human Ecology
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• v.8 no.1
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• pp.179-192
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• 1999

The purposes of this study were to investigate the needs for the educational subjects of practitioners in apparel distribution industry and to examine the relationship between the needs and their socio-demographic variables. And it was intended to be used as basic data to develop the curriculum for continuing education in university. The subjects were consisted of 473 practitioners in apparel distribution industries in Taejon and Chongju. A questionnaire was used and classified into seven areas--basic area textile science, design, clothing construction, fashion marketing theory, fashion marketing practice and business management. Descriptive analysis, t-test and ANOVA were used for statistical analyses. The results of this study were as follows: First, the educational needs of subjects by practitioners were in the following order: 1)fashion marketing practice, 2)design, 3)fashion marketing theory, 4)business management, 5)clothing construction, 6)textile science, 7)basic area. Second, the educational needs of subjects by practitioners were also related to their socio-demographic variables like educational background, work area, type of market, total work experience, years in present job, and the role. It was implied that subject areas like fashion marketing and design with theory and practice we of most importance for practitioners in apparel distribution industry. Therefore, a university curriculum of continuing education for them should take into account of those factors mentioned above.

• Fashion & Textile Research Journal
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• v.23 no.3
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• pp.337-346
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• 2021

In the fourth industrial revolution, fashion students are expected to work with various technologies to show creativity. This study aimed to conduct project-based learning(PBL) in collaboration with industry experts to design and operate artificial intelligence(AI) in the practice subject of fashion curation through the industrial academic teaching method. We first looked at teaching methods and strategies incorporating PBL in various academic fields. Next, we analyzed fashion projects and fashion curation services applying AI. Then through the question-and-answer method and by consulting with industry experts, we developed a curriculum for AI fashion curation, applying PBL(fashion market and trend analysis; new styles and time, place, and occasion planning; AI machine learning data set production; curation model development; and evaluation) suitable for the university's educational environment, information technology company conditions, and fashion students. As part of a close cooperation system with the industry, we conducted a 15-week Fashion Project II (Capstone Design) course and evaluated the outcomes and student satisfaction with the course. Students were able to develop new style, and time, place, and occasion categories and to utilize strategies for AI fashion curation services reflecting the unique needs of Millennials and Generation Z. Students showed high satisfaction with the curriculum. Further, it was confirmed that the study successfully applied PBL in class using AI technology in fashion education.

• Journal of the Korean Home Economics Association
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• v.39 no.5
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• pp.75-88
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• 2001

This research aims to obtain basic information on the present situation of the instructional media on clothing and textiles education, in middle and high schools. It also strives to get various information needed in order to improve educational environments and teaching methods. The targets of this survey were 225 teachers who teach home economics at middle and high schools in Taejeon, Choongchungnamdo and Junrabookdo. I made up questions their awareness about the instructional media on clothing and textiles education, the educational circumstances of their schools having to do with new media, and their real educational goal. Methods such 3s frequency, percentage, and Chi-square(${\chi}^2$)(statistical significance of differences between variables) were used to research the differences of awareness on using instructional media, according to teachers'various characters, were checked using the SPSS WIN computer program. The results of this research were as fellows; 1. They thought content on the management and the materials of clothing were the ones that need to be developed, compared to other content having to do with the curriculum on clothing and textile education. 2. The real things tuned out to be the molt useful and effective. So the most frequently used media was the Over Head Projector. Also, the teachers expressed in general that they wished to increase the use of computers in order to teach more efficiently. 3. We knew the teachers had little knowledge on the software developed for clothing and textiles education. The infrastructures for educating the using of clothing and textiles, using computers and the internet, were very poor in most schools. The new curriculum that has been proposed needs a more enlarged investment in order for it to function properly and effectively.

• Journal of the Korea Fashion and Costume Design Association
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• v.14 no.3
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• pp.23-36
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• 2012

The purpose of this study was to identify the status of fashion related subjects in colleges and to utilize it as a basic material to develop a better curriculum. To do this, 43 2-year colleges or 63 majors in Korea were analyzed. From the analysis of the locations of the colleges with fashion related majors, it was found that 51.2% schools with fashion related majors were located in the Capital area. When looking at the division to which fashion related departments belong, it was found that 35.5% belonged to design related division, and 22.6% belonged to Art and Physical Education Division. When analyzing the subjects of the colleges with Fashion Design Department (Major), the subject which took the biggest ratio was Clothing Construction and Pattern Drafting as 32.8% and the next was Design Area as 31.5%. In case of Fashion Stylist Department (Major), the subject area with the biggest share was Design Field (49.5%). If looking into segmented classification, design related subjects were 20.9%, and styling related subjects were 17.9%. In Fabric and Fashion related department, the subject with the biggest ratio was Dying and Textile Design as 40.4%, and Fabric related subjects were the next as 22.3%. In the Broadcasting Stylist related departments, the subjects of with the biggest ratio was Fashion Design related subjects as 37% and the next was Beauty related ones as 30.2%. According to the study result, it could be concluded that Fashion related departments in the colleges located in the Capital area focused on the subjects to nurture a fashion designer and their curricula are not specialized or differentiated but somewhat similar one another.

• Journal of the Korean Society of Clothing and Textiles
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• v.35 no.3
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• pp.325-335
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• 2011

This study analyzes the current educational curricula in the field of Clothing and Textiles in order to develop appropriate educational methods and courses. We reviewed the curricula offered by 58 Clothing and Textiles Departments at four-year universities in Korea. We analyzed the educational content of each curriculum by dividing all of the courses offered into eight categories. The analysis was based on the information posted on the universities' Internet websites, and the analysis was performed by using descriptive statistics. The results of this study are as follows: First, the educational courses of the Clothing and Textiles Departments are composed of, 36.2% design, 20.4% production, and 14.5% textile categories. In comparison with the results of a similar study conducted in 1999, emphases on the design, distribution, and marketing categories have increased, while the emphases on the production, apparel material, basic knowledge, and consumption science categories have decreased. Second, in the case of the apparel material category, basic knowledge of materials constituted 18.5%, the largest part of the category. The average number of units offered in the area of apparel materials by the 58 Departments was 17 units per year. The curricula were found to vary by regions of the country. The universities located in the Chungcheong region offer more textile material courses, but the universities in the Capital region offer fewer textile material courses than other regions. Departments that are affiliated with universities that emphasize Art and Design have more courses on basic knowledge, dyeing and finishing, and fabric design than other universities.

• The Research Journal of the Costume Culture
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• v.19 no.6
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• pp.1320-1333
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• 2011

The purpose of this study is to investigate high school students' buying attitudes toward school uniform brands according to clothing conformity orientation. For this research, a survey was carried out to 418 boy and girl students in Seoul and Gyeonggi areas. The data analysis of this study was verified by descriptive analysis, factor analysis, reliability tests, cluster analysis, one-way ANOVA with Duncan-test, and ${\chi}^2$-test. The results are as follows. First, high school students preferred and had strong intentions to buy school uniforms of famous leading brands although they were not satisfied with famous brands. Especially, respondents tended to have favorable attitudes toward sophisticated and luxurious designs of famous school uniform brands. Second, respondents who had a conformity to parents tended to follow parents' opinions by purchasing famous brand uniforms. The conformity group of mass media preferred famous brands, and acquired the information about uniforms from various mass media such as television or magazines. A peer conformity group also preferred leading brands. Based on results of this study, curriculum of home education department should consist of contents for inducing rational consumption of uniforms by considering students' inclination of conformity. In terms of marketing perspectives, school uniforms firms need to reinforce strategies to improve products' quality and value for money.

• The Research Journal of the Costume Culture
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• v.14 no.6
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• pp.987-1003
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• 2006

Recent economic depression aggravates the difficulty in employment, and it has been expanded to a social issue. Even worse, low wage structure in the textile and fashion industry, and inferior working environment make it difficult for fashion design graduates to stably settle down in society. To tackle all these problems, the demand of a new educational model is on the rise. In responding to such economic and educational environment changes, we can actively cope with structural problems in the textile and fashion field, and a social problem of youth unemployment by vigorously using the Internet as a tool for practice. In other words, Startups are reinvigorated through hands-on education, focused on information by introducing the factor of supply chain management (SCM), which efficiently manages resources within the supply chain, and a business to customer (B2C) model, and by utilizing these for startup education.