• Asian Journal of Innovation and Policy
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• v.3 no.2
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• pp.154-171
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• 2014

This article aims to examine the achievement and limitation of adaptation of supply chain management (SCM) to IT human resource development (HRD) in Korea and to derive the implication of the Korean experience to other countries. In late 1990s, the IT New Deal Policy and the quantitative expansion of IT HR were introduced. Since mid-2000s, there has been much innovation in IT products as well as increased demand of highly qualified IT experts. The SCM in IT HRD was introduced in 2004 and continuously developed more. Since the late 2000s, IT convergence expanded to traditional industries and the new IT-based-industries were created in Korea. In this regard, Korea established the Seoul Accord as an international IT engineering education accreditation system in 2008. In response to the paradigm change, in 2011, the Korean government developed TOPCIT, which is a kind of competency test for evaluating IT competency.

• International Journal of Contents
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• v.18 no.3
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• pp.34-48
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• 2022

The purpose of this study was to develop indicators for quality management of educational institutions, and to achieve this, literature analysis and expert interviews were conducted. Through literature analysis, the components of TQM were derived focusing on factors to improve the quality of education, engineering education accreditation standards, and a representative education accreditation system, were considered. Additionally, seven areas as well as 32 indicators required for education quality management, were derived by comparing the EFQM excellence model and the MBNQA education model, applied for quality management of companies and institutions. By comparing and synthesizing these results, a draft was developed for the quality management index of educational institution. Next, opinions on correction and supplementation of quality management indicators derived from literature analysis, were collected from five education experts. From the comparisons and integration of these results, eight criteria (leadership, strategy, customers, people, facilities and environment, curriculum management, curriculum improvement, and performance management) and 34 indicators, were proposed for quality management indicators for educational institutions. Curriculum management, people, and performance management criteria were considered more significantly in quality management of educational institutions, and several implications are suggested based on the study results.

• Journal of Engineering Education Research
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• v.15 no.5
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• pp.64-68
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• 2012

Design factors such as design objects establishment, analysis, synthesis, production, test and evaluation should be educated in a systematic way. Also design ability to reflect practical restrictive conditions such as industrial standards, economic feasibility, environmental impact, aesthetics, safety and reliability, ethical impacts and social impacts should be cultivated. In this paper, we explain the meaning of these terms and propose a systematic engineering design education framework satisfying Korean engineering education accreditation criteria. We also present a simple implementation in information network engineering.

• Journal of Engineering Education Research
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• v.9 no.3
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• pp.62-66
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• 2006

Although it has taken some time to apply the accreditation system in Korea, most programs have a very difficult time in assessing program outcomes, one of the most important standards in accreditation. The major purpose of this work is to suggest a method, so called course embedded assessment, by which to assess a course that includes several program outcomes. The course was evaluated based on student performance on each exam taken in the course as well as a report submitted by the students. The course embedded assessment provides not only an effective tool by which to assess course-set program outcomes, but also allow the instructor to follow up and/or modify the course material to be offered in next semester.

• Magazine of the Korean Society of Agricultural Engineers
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• v.44 no.3
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• pp.8-18
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• 2002

• Journal of Engineering Education Research
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• v.14 no.2
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• pp.68-75
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• 2011

The purpose of this research is to search for directions in engineering education development in a knowledge-based society in terms of 'engineering ethics educatio'. Engineering ethics education, having been recognized as an inter-disciplinary research field between engineering and philosophy, is a field that has been a major issue in countries that execute engineering education accreditation. And engineering ethics education has been a peculiar research field focused on EAC(Ethics across the Curriculum). Therefore, this study has deduced several results by critically reviewing the extant EAC-related literatures. First, accomplishments by various researchers that may well quoted as the leader of engineering ethics study and education or the educational achievements of Kanazawa Institute of Technology in Japan are considerably substantial. However, the EAC discussions thus far still raise numerous barriers and unsolved issues. Second, the discussion of EAC thus far comprehends limitations such as a shortage of the recognition of inter-disciplinary study in the field of education and insufficient participation by education majors. Third, the engineering and philosophy field experts who have been leading EAC discussions have been pursuing integrated education courses either consciously or unconsciously. Fourth, EAC discussions may expand by again illuminating the intent of integrated education courses in terms of 'education and the study of education', and this new facet can be summed up with a new term, EAL, which stands for 'Ethics across the Living.'

• Journal of Engineering Education Research
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• v.9 no.3
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• pp.78-89
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• 2006

The economic depression during the last decade of the 20th century caused various drastic changes in the social structure, including employment and educational systems. Japanese universities have devoted much effort to research activity and the development of teaching methodology for engineering education was not a major effort for professors. Decrease of 18 years old population, however, forced universities to change this attitude. University education is no more for only elite but is becoming very popular among young people. Another impact came from the 'globalization'of industrial societies such as establishment of WTO and APEC. Japan Accreditation Board for Engineering Education (JABEE) was established to cope with both domestic and international problems in 1999, and JABEE was admitted as a full signatory member of the Washington Accord in 2005. The Professional Engineer Law was amended linked with JABEE. The importance of engineering ethics has been recognized with these social structure changes. Japanese Society for Engineering Education (JSEE) is contributing for reformation of Japanese engineering education through its activities including supporting JABEE. This paper describes the problems now Japanese engineering education is facing and the role of JSEE in order to reorganize the engineering education in Japan.

• Journal of Engineering Education Research
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• v.24 no.6
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• pp.30-39
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• 2021

The present study aims to demonstrate that it is possible to objectively evaluate the competency (referred to as graduate attributes or program outcomes) of graduates of engineering education programs. To strengthen the link between engineering education accreditation and the qualification/certification system of engineering professionals, referred to as K-Engineering Professional (K-EP), individually assuring the quality of accredited graduates using multiple-choice test as main assessment tool is proposed. Test questions related to the basic vocational skills of NCS are developed for seven of the 10 program outcomes of the ABEEK KEC2015. The three program outcomes, PO1, PO3, and PO5, which need to fully accommodate the characteristics of each disciplinary field, are excluded. A pilot test involving graduates of eight accredited programs is conducted. Applying on Rasch model based on Item Response Theory (IRT), the item difficulty, fit and discrimination of multiple choice test are demonstrated. The pilot study strongly suggests that individual competency evaluation is possible at a certain level for seven program outcomes tested. For PO1, PO3, and PO5, however, questions that address the characteristics of each disciplinary field need to be devised. If a suitable pool of questions is built, it can be used as a program outcomes assessment tool by the accredited programs.

• Proceedings of the KSRS Conference
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• 2006.03a
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• pp.323-326
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• 2006

최근, 우리나라에서는 공학교육의 인증 시스템을 도입하고 있다. 이것은 전세계적인 추세가 되어 가고 있으며, 향후 국가 간의 기술사 상호 인정의 기본 요건이 될 전망이다. 원격탐사의 경우 과학과 공학은 물론 인문 사회 분야까지 다양한 분야에서 활용되고 있으나, 최근의 추세로 보면 공학적 활용이 점차 증가하고 있음을 알 수 있다. 따라서, 우리나라의 공학교육 인증 시스템 도입에 발맞추어 원격탐사의 공학적 교육에 대한 검토가 필요하다. 본 연구에서는 공학교육 인증 시스템을 검토하고, 이를 기준으로 한 원격탐사 분야에서의 공학교육의 방향을 정립하고자 하였다.

• Journal of Practical Engineering Education
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• v.11 no.2
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• pp.159-165
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• 2019

Engineering design education has been established and implemented as three stages of basic design, element design, and capstone design with the introduction of engineering education accreditation system. In the basic design, the concept and procedure of design is introduced to the beginners of engineering, and the creativity and teamwork is practiced rather than mathematical detailed design for the purpose of being connected to and used effectively in the capstone design. In this study, the opinions of the students performing capstone design after taking basic design were surveyed through questionnaire. Overall, students recognize the importance of basic design education and experienced that it is useful. The results indicate that effective basic engineering design education is being carried out, and are considerably agree to those at the professors in the former survey.