• Journal of Korean Society for Quality Management
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• v.42 no.3
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• pp.459-476
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• 2014

Purpose: This study was designed to identify whether organizational characteristics of Korean companies can make differences in innovative capability and Malcolm Baldridge management quality standard. In addition, based on the results and by verifying the influence of the innovative capability to management quality activity, it was to investigate the relations between the two factors. Methods: The subjects of this study were workers at major companies and small-and-medium sized companies. T-test was used to identify differences in innovative capabilities of industrial and age, position classifications, and regression analysis was employed to verify the influences of the innovative capability to the management quality activity. Results: The size of company caused some differences in market innovative sector regarding innovative capability. Management quality activity showed differences because of the sizes of companies and their supply types, while innovative capability influenced on all sectors of management quality activity. Conclusion: In this study Malcolm Baldridge management quality standard was applied to Korean companies. The results verified the meaningful influence of innovative capability to management quality activity. This means that the management quality activity can make a better performance when the innovative capability is good enough. Thus, the enhancement of management quality activity requires the boost of innovative capabilities of organization members.

• Proceedings of the Korean Society of Broadcast Engineers Conference
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• 2014.06a
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• pp.155-156
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• 2014

최근 이슈화되고 있는 국가직무능력표준(NCS : National Competency Standard)에 관하여 "방송통신직종"에 대한 직무분석과 "자격검정"에 관하여 알아보고자 한다. 국가직무능력표준은 학벌 중심의 사회에서 능력 중심의 사회로 전환하기 위한 정부의 정책방향에 따라 856종의 표준을 14년도까지 완료하고, 이를 현장성 있게 학교교육(전문대학) 직업훈련 및 자격제도 개편을 하고자 시행되고 있다. 방송통신직종은 대분류가 정보통신이고, 중분류가 방송기술, 소분류가 방송제작기술, 방송플랫폼기술, 방송서비스로 세 분류가 있다. 또한 일부 콘텐츠적인 방송은 대분류 중에 문화 예술 디자인 방송에 속하여 있다. 결과적으로 "방송통신직종"의 자격검정 제도는 정보통신분야에 속하며, 국가직무능력표준에 따라 직무분석을 별도로 하기 보다는 현재의 검정제도를 순차적으로 변경토록 요구하도록 하여야 하며, 업무능력에 따른 경력자 관리도 이루어져야 할 것이다.

• Journal of the Korea Society of Computer and Information
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• v.21 no.9
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• pp.157-163
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• 2016

In this paper, I had studied to focus on the NCS(National Competency Standard) course in the development process of NCS-based curriculum and designed and developed 'Digital Color Correction' course. 'Digital Color Correction' course was come up with in process of development of NCS-based curriculum in a department of university that aims to educate video-broadcasting experts who lead the advanced digital age. The course developed in this paper follows criteria of NCS and is designed to step in course-profile, instruction and evaluation. Also I made an analysis of learning effects after applying to class. And I compared and analyzed NCS-class and non NCS-class. As a result of comparison, NCS-class is better than non NCS-class in student attitude for learning and evaluation method.

• Journal of Science Education
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• v.37 no.3
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• pp.458-475
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• 2013

According to instruction of standard-based assessment system, teachers with higher level of competence in student assessment are required. The purpose of this study is to offer the basic data to enhance pre-service physics teachers' competency in student assessment. 17 pre-service physics teachers, who are sophomore in department of physics education, participated in the study for a whole semester. To do this, we gave the assignment of multiple choice question construction in physics conceptest for formative assessment to pre-service teachers and observed review questions constructed by them. We also analyzed multiple choice questions of 17 pre-service teachers. They had 5 classes for the review process of the question and improved their questions through it. 16 of 17 pre-service teachers completed test design. Our results show that pre-service teachers had a little low competence in test design for classroom assessment. In addition to, constructing and revising questions, almost of them didn't have various perspectives and didn't consider to get information about the pre-conceptions of students. These findings indicate that they have difficulties with constructing multiple choice question and more specific plan needs to enhance the overall student-assessment competency levels of pre-service teachers for successful settlement of the standard-based assessment system.

• Perspectives in Nursing Science
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• v.8 no.2
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• pp.86-96
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• 2011

Purpose: This study examined the effects of simulation-based education on knowledge about and self-confidence in maternity nursing care in senior students. Methods: One group, pre-post design, was utilized with 28 students. The simulation-based maternity nursing education that consisted of two sessions each 2 hours long for intrapartum and postpartum care was provided to 4 small groups. An expert panel of 3 maternity clinical instructors developed the module with a high-fidelity maternal simulator. Core items of knowledge about and self-confidence in maternity nursing care were measured with 13 items before and after the sessions. Results: The knowledge score did not increase significantly (z=-1.95, p=.05); however, self-confidence in maternity nursing care showed a significant change in the posttest (z=-2.82, p<.001). The subjective evaluation of the students indicated that the simulation-based education was helpful in preparing for clinical practicum as far as interaction with clients, psychological readiness to practice, and learning efficiencies. Conclusion: The simulation-based nursing education was useful in improving self-confidence in clinical performance for childbirth and postpartum care in nursing students. Along with the application of diverse scenarios in simulations, modules with standard patients and role-plays are also recommended for maternity nursing practicum to empower the competency of the students.

• Journal of Korean Society of Forest Science
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• v.107 no.2
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• pp.205-217
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• 2018

This study aims to review the standard operation status on wood, pulp and paper industry in Korea according to the industry standardization law which has been revised for strengthening expertise of relevant department and to propose a management strategy of Korean Standards (KS) in figure. Korea Forest Service (KFS) is the responsible department of managing KS on the wood, pulp and paper industry from 2015, and currently opertates three expert committees (wood and wooden construction, wood-based materials, pulp and paper) and wood and paper industry council to review 426 standards. To support an improvement of technical competency and securement of marketability of Korean wood industry, it is about time to review the standards and to develop practical standards since it is managed by specialized department. For this purpose, it is necessary to establish a systematic approach on the management of KS, based on thorough analysis of current KS. To remove possible technical barrier on trade due to the differences of standards between countries, the conformity with international standards is necessary. Also, for sustainability of standard management system, training specialists and building their capability is essential.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.379-388
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• 2019

The purpose of this study is to derive implications for support plans for the settlement of the Integrated Science subject based on observations and analyses of integrated science lessons implemented in schools since 2018. For this purpose, we observed and analyzed the lessons for the same achievement standard [10 Integrated Science 07-01] implemented by four science teachers with different science majors. The features of integrated science classes were analyzed in light of curriculum reconstruction, science competency development, learner-centered participatory instruction, and process-centered evaluation aspects. For example, in terms of curriculum reconstruction, science teachers have been reorganizing achievement standards into three/four lessons, optimizing learning contents based on core concepts, and helping students' understanding of cross-cutting concepts between science areas. Regarding science competency development, teachers focused their instruction on students' cultivation of diverse science competencies closely related to the achievement standard and development of the epistemology of science. In addition, teachers emphasized student activities and teachers' role as facilitator of learning to create learner-centered participatory classes, as well as assessment during lessons with feedbacks, etc. Based on the results, we suggested and discussed ways to support the settlement of the integrated science curriculum including the need for a teacher learning community, support for process-centered assessment, and the need to develop an authentic integrated science curriculum.

• Journal of Digital Contents Society
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• v.17 no.5
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• pp.329-338
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• 2016

As the creative economy is considered important recently, learner-centered IP(Intellectual Property) education has proliferated rapidly to universities, and there are greater attention and demand on IP education. On the other hand, there are lack of curriculums and an accreditation for IP education. This paper is to propose IP education module and emphasize the need of the accreditation for IP education and its authentication plan. This paper will also show the need of specialists and educational curriculum in the field of IP, the current status and the analyse of the IP education, and the trend of IP courses in intellectual-property-leading universities. It subsequently examines the domestic education accreditation system and the National Competency Standard(NCS) curriculum and suggests the IP education 8 courses model as a curriculum management model, the standard curriculum of the IP educational system, and the instructional module.

• Journal of Physiology & Pathology in Korean Medicine
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• v.31 no.1
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• pp.36-45
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• 2017

In order to gain implications for establishing competency-based education system in Korean medicine education, we examined several competence frameworks of medical education developed at international or national level, and compared the basic constitution and common elements. The competence frameworks of medical education consist of seven categories of communication, professionalism, critical thinking, medical knowledge, patient care, management, and public health. Medical knowledge consists of five sub-groups: normal structure and function; pathogenesis and mechanism of disease; principles of drug and treatment; psychological, behavioral and sociological principles; and public health and lifelong learning. In principle, competencies are further divided into sub-categories or combined with learning outcomes, and the field and the level of achievement is presented per item. This article aims at summarizing the competencies of a few globally leading medical institutions with the educational standard of Korean Medicine in mind.

• Journal of Fisheries and Marine Sciences Education
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• v.20 no.1
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• pp.107-120
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• 2008

Building a competency of pre-service school teachers is one of the critical factors to decide right direction of k-12 computer & information education. In this context, we can realize of the importance of computer & information curriculum for pre-service school teachers. The purpose of this study is to explore the case of the CEL(Computer Educator License) program in Indiana University and to find the developmental direction of technology education for pre-service school teachers. To achieve the purpose of study, the methods and procedures involved the following steps: The literature reviews of technology education were performed. The analysis framework based on case study method was designed for collecting data. Data were composed of related documents, web resources, and interview resources. And collected data were analyzed. The finding and recommendation of this study were the importance of following factors: (a) technology integration in the curriculum for pre-service school teachers, (b) differentiated management with skill-based technology education, (c) leadership for using and diffusing technology in the school, and (d) connected curriculum with the national standard indicator.