• 한국경제지리학회지
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• 제5권2호
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• pp.209-228
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• 2002

이 논문의 목적은 1980년대 후반~1990년대 후반까지 한국기업들의 대유럽연합(EU) 직접투자를 중심으로 EU Objective 1(저발전지역).2(구조재편지역)지역의 투자유치전략을 평가하는 것이다. 이 지역들의 투자유치전략 중 가장 중요했던 것은 한국기업들의 유치를 위해 제공되었던 막대한 인센티브 팩키지였다. 그럼에도 불구하고, 이와 같은 인센티브 팩키지는 한국기업이 지닌 경쟁력의 한계(비용경쟁력)와 EU Objective 1.2지역 지방노동시장의 경쟁력의 한계(저생산성.저숙련)로 인해 기업 및 지역발전에 기여하지 못했다. 결국, 기업과 지역의 내.외적 환경에 대한 고려없이 제공되었던 EU의 인센티브 팩키지 전략은 기업과 지역 모두에게 성공적인 발전경로를 밟을 수 있는 기회를 주지 못했다.

• 대한가정학회지
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• 제48권1호
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• pp.137-161
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• 2010

The aim of this study was to identify the most effective methods with which to revitalize Korean high school culinary education. To achieve this aim, a culinary recognition questionnaire survey of 616 students from 9 culinary high schools was carried out. The 9 surveyed schools represented the following of 7 regions: Chungnam, Busan, Incheon, Daegue, Jeonbuk, Gyeongbuk, and Gwangju. Collected data were subjected to descriptive analysis, $x^2$-test, t-test, and one-way ANOVA using SPSS(version 14.0). The results of this study are as follows. Culinary practice interest and learning demand of most students were high. 6.8% of students indicated that initial theory learning, followed by video education, and finally live demonstration is an effective teaching methodology. They preferred practicing on actual ingredients as the primary teaching and learning method, nominating technician cooking as the most favorite. As for areas needing improvement in culinary practice education, difficulties with material preparation and insufficient learning hours were identified as prominent factors by 66.8% of respondents. There was unanimous agreement that culinary practice education can be enhanced by highly skilled teachers, while interest for the discipline itself can be fostered by initiating and encouraging cooking participation in the home. Freshmen and special high school students suggested that a cooking related website is necessary to expand the current information interface, which is currently limited to colleagues and employers. In relation to culinary education revitalization, consistent promotion of departments, or high schools that have proven student satisfaction rates and effective culinary curriculum are required. Furthermore, teachers can also aid this process by more effective student pastoral care in order to improve school life satisfaction. However, teacher job satisfaction is an important component of this process, and better employment conditions and remuneration packages reflecting extra work must be considered as part of an attractive teacher-incentive employment policy.