• 복식문화연구
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• 제26권2호
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• pp.203-216
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• 2018

This study explores sustainability education in textile and apparel (T&A) programs in U.S. higher education institutions. Specifically, the researchers study whether more courses with sustainability focus are offered in higher-ranked institutions and explore whether sustainability is taught more in specific T&A related subject fields. Content analysis was conducted for 3,200 courses found in online course catalogs or the course information sites of 69 institutions. Institutions were selected from the 2015 rankings of the top 50 fashion design and top 50 fashion merchandising schools in the US on www.fashion-schools.org. All cases were coded by two coders with a Cohen's Kappa score of 97.5%, indicating good interrater reliability. Coded data were analyzed through descriptive statistics, correlation analysis, and t-tests. The findings show that sustainability is being integrated into the curricula and across courses of T&A programs in the U.S. Over half of the institution surveyed offered at least one sustainability embedded course. Higher ranked institutions provided more sustainability-related courses than power-ranked institutions. A natural match between the subject field and specific sustainability theme was observed (e.g., cultural diversity in history/culture and social psychology/education; recycle/reuse in textile science; sustainability in fashion design; social responsibility and ethics in industry/consumer). The need to introduce sustainability in courses holistically is discussed, whereby sustainability within the industry supply chain is examined in a connected way.

• 한국식생활문화학회지
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• 제38권5호
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• pp.314-325
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• 2023

This study was to identify the effects of education on Korean foods preferred by elementary students and their sustainability. A survey was conducted on 5th-grade elementary school students. Korean food preferences were classified by exploratory factor analysis as creative, healthy, or considerate, and the effects of education on Korean dietary life were classified as cognitive or emotional. Dietary life sustainability was evaluated separately. Results showed that creative and considerate preferences had significant impacts on cognitive and emotional education effects and that a healthy preference type significantly impacted the emotional effect of education. Analysis showed that creative and considerate food preference types significantly influenced dietary life sustainability and that cognitive and emotional education effects mediated these relationships. Sex was not found to have a significant moderating effect. The study shows that Korean dietary life sustainability is influenced by education on topics that promote the value and excellence of Korean food and suggests that experiential education combining practice and theory should be used to increase interest in Korean food among elementary students. Additional studies are required to determine Korean food preferences to facilitate the development of a dietary life education program that enables students to understand and maintain healthy dietary practices.

• 공학교육연구
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• 제11권3호
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• pp.70-77
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• 2008

이 연구는 친환경 개념에 대한 건축공학 대학생의 친숙함과 흥미의 정도, 태도, 그리고 친환경 개념에 대한 학생들의 태도를 향상시키기 위한 요인들을 조사하고 있다. 연구의 목적을 이루기 위해, 이 연구는 저자들에 의해 개발된 설문 조사 방법을 채택하고 있다. 이는 미국 버지니아주 버지니아 공대의 건축공학과 학생들을 대상으로 하는 설문조사를 기반으로 한 기술/상관 연구이다. SPSS를 이용한 기술통계와 다중회귀분석을 통하여 다음과 같은 결과를 제시하고 있다. 첫째, 건축공학 전공 학생들은 대체로 친환경 건축에 대한 높은 친밀감과 흥미를 가지고 있다. 둘째, 친환경 개념에 대한 건축공학 전공 학생들의 태도는 친환경 건축 수업, 친환경 관련 수업과 연구를 담당하는 교수진, 친환경적인 학생들의 학습환경 또는 시설들, 그리고 친환경 건설 관련 학교 행사와 실천과 같은 요인들에 기반해 달라지는 것으로 나타났다. 마지막으로, 친환경 개념에 대한 건축공학 학생들의 태도는 특히, 건축공학 프로그램에서 친환경 건축관련 수업을 제공함으로 향상될 수 있다.

• 한국환경교육학회지:환경교육
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• 제23권2호
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• pp.46-64
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• 2010

The purpose of this study is to analyze how the contents of education for sustainable development are reflected in the middle school environment curriculum revised in 2007, and to propose how to integrate content for improving sustainable development education. For this, I analyzed the 2007 Revised Environment Curriculum for Middle Schools by using social network analysis which is the useful methodology to understand the relations of contents. Social Network analysis is a useful tool to excavate the forms of structure or relationship and to explain the characteristics of the system that arise through relationships or to explain the units composing the system. When sustainable development education was examined from 3 points of view, it included environmental sustainability, economical sustainability, and social sustainability. I used the 2007 Revised Environment Curriculum for Middle Schools and manual of curriculum for analysis. The results are 1) The biodiversity conservation and energy efficiency have taken most important positions. 2) In case of economical sustainability pillar, sustainable production had been emphasized. 3) In the case of the social sustainability pillar, health improvement are considered significant. 4) The efforts of trying to approach sustainable development education as an integrated curriculum is week. Integrated themes based on the results were developed. Five main themes were the energy and climate change, water resource and environmental pollution, sustainable village and sustainable food production, sustainable city and sustainable production, sustainable tourism and biodiversity. I hope these could function as theme of integrated-content. Based on the results of study, I propose joint researches on scope of sustainable development for environmental education.

• Fashion, Industry and Education
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• 제16권2호
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• pp.40-51
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• 2018

Sustainability is an important topic within a variety of design areas, including fashion. The 'fast fashion' behavior of consumers is one of the big challenges that sustainable living faces. For the fashion industry, sustainability can be seen as a regulating ethos for higher quality and longer-lasting products, which I argue as embodying an intersection between sustainability and luxury. This study establishes a conceptual model for 'sustainable luxury' that can be implemented as a guide in the fashion design industry and education field. This paper will focus particularly on craft-based fashion within the industry. Through conceptual analysis and case studies, I analyze sustainable luxury through the scope of Soper's (2007) 'alternative hedonism', linking hedonic and selfidentity values as a foundation for the acceptance of and continued drive toward more sustainable luxury products. Unlike other studies which only emphasize the ecological and environmental aspects of sustainability, viz. green/eco design, this study explores sustainability as balanced with its four dimensions: environmental, economic, social, and cultural. Case studies will exemplify this redefined notion of sustainable luxury.

• 국제학술발표논문집
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• The 3th International Conference on Construction Engineering and Project Management
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• pp.764-773
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• 2009

This paper presents an overview of six strategic entry points for sustainability in the context of the construction/engineering curriculum. It compares the pedagogical costs and benefits of each approach and shares lessons learned from experiences at two leading public American universities: Georgia Institute of Technology and Virginia Polytechnic Institute. The paper discusses opportunities in terms of two perspectives on the pedagogy of sustainability: Stealthy Sustainability and Flagrant Sustainability, as part of a strategy of diffusion and routinization of this innovation within existing curricula. The paper concludes with a discussion of considerations that should be taken into account when evaluating the potential for sustainability in new educational contexts.

• The Journal of Asian Finance, Economics and Business
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• 제8권12호
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• pp.191-201
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• 2021

The objective of this research is to investigate how the board of directors' characteristics influence sustainability disclosures with the mediating effect of corporate governance. The independent variables are the characteristics of the board of directors, which consist of the presence of women on the boards, presence of directors aged over 50 years old, education level, education field, board tenure, and compensation. The dependent variable is sustainability disclosures, which is measured by the GRI standard disclosure, whereas the mediator variable is the CG score. Research samples are 460 companies listed on the Stock Exchange of Thailand (SET). Path Analysis is used to examine the correlation between the board of directors' characteristics, CG score, and GRI standard disclosure. The research findings show that senior boards, the education field, and compensation motivation have an effect on sustainability disclosures, whereas corporate governance is a mediator of the effect of the education field of boards on sustainability disclosures. This finding should help shareholders to choose individuals with suitable characteristics to serve on the board of directors, and, as a result, shareholders should anticipate a profitable result to be generated, while the business of the company is conducted in a sustainable way.

• 한국환경교육학회지:환경교육
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• 제24권2호
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• pp.112-130
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• 2011

The study is aimed to investigate the current status of ESD(Education for Sustainable Development) programs in private sector(businesses) carried out in Korea since UN DESD was launched in 2005, For this purpose we conducted a questionnaire survey and case studies on those companies who have supposedly pursued sustainability management Results of questionnaire surveys showed that those in charge of writing sustainability reports in companies had an extremely high understanding of SO, but were not well aware of ESD. These businesses started to pursue sustainable management due to global trends and decisions of CEOs, and most of them had divisions that took charge of or are responsible for sustainable management Sustainability issues that they mainly dealt with were corporate social responsibility, energy and climate change, but other issues were being covered, too. Internal stakeholders got involved in projects related to sustainability from the planning stage. Learning on sustainable management was primarily made through information delivery, and education programs were usually conducted for staff members and executives. Those who cooperated on their sustainable development projects were mostly local communities, universities, etc. They had few ESD programs that they directly developed and carried out, and few cases of ESD-related cooperation; and in those few cases, their partners were often elementary/middle/high schools and universities. Results of ESD case studies and questionnaire surveys showed that businesses dealt with various issues of sustainable development in addition to corporate social responsibility and diversified education programs were carried out inside these companies, Business themselves, therefore, need to be considered and researched in further detail as important targets of ESD as well as supporters or cooperation partners on ESD programme.

• 한국환경교육학회지:환경교육
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• 제19권3호
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• pp.67-79
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• 2006

Education for Sustainable Development(ESD) is inclined to become popular topics in EE related debates, almost similar to populism, with declaration of UNESCO's Decade OF ESD (DESD). However we can't avoid that development in ESD practically means economic linear progress. Basically UN's declaration is to accomplish worldly task on human civilization, social & environmental problems, including ESSD. ESD is also important means for practicing ESSD, which has proved to be failure since Brutrant Report, owing to uncertain recognition of sustainability which should be something figured out by their surrounding circumstance or the conditions following its community culture, all same around the world. In this circumstance, we need certain identification on ESD globally recognized, no matter with the developing level of economy. But sustainability is usually managed or controlled by economically powered countries, by improving relatively under-development countries's economic conditions for equity. They believe under-development countries's env. problems can't be resolved without securing of economic equity. Under-development countries's economic equity can be come true ? even by another economic super powers. It really means just controlling or management by them. These all controlling process can't secure under-development countries's sustainability. Because it is not something just controlled, characterized as growing up by self-supporting system of ethnic or regional communities. So identification of sustainability in here is , not . Following its identification, we should discuss ESD, and furthermore for real ESD, there is powerful need to change it into ESE (Education for Sustainability & its Economy) to reflect this co-conceptional approach to ESD. And also we need to distinguish the educational contents boundaries among ESD and EE for this. Basically existing EE has been dealing with pollution-oriented or its related social comprehensive subjects, so it seems that EE is not familiar and harmony with ESD contents, however in alternative case I propose in this paper, changing into ESE, it could include almost all of ESD subjects, furthermore practically EE might be same with ESE.

• 지식경영연구
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• 제22권3호
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• pp.217-233
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• 2021

소상공인들은 지금 코로나19로 인한 경제침체 시기로 영업에 아주 큰 영향을 받고 있는 상황이다. 코로나19로 급격히 변화하고 있는 세계 경제와 소비심리 속에서 소상공인의 자생력을 키울 수 있는 것은 교육이라는 전제로 현재 사업을 운영중인 소상공인의 경영교육에 관한 교육기대효과와 사업의 지속가능성에 관한 연구이다. 소상공인시장진흥공단의 경영교육 수료자를 대상으로 설문하여 다음과 같은 연구결과를 도출하였다. 경영교육이 교육기대효과에 긍정적인 영향을 미치는 것으로 나타났으며, 교육기대효과 또한 지속가능성에 긍정적 영향을 미치는 것으로 나타났다. 또한 경영교육이 사업의 지속가능성에도 긍정적 영향을 미쳤으며, 경영교육과 지속가능성 간에 교육기대효과가 매개하였다. 이러한 결과는 경영교육이 소상공인의 사업에 있어 생존과 지속적인 성과에 긍정적 영향을 미치는 것으로 교육습득의 노력을 꾸준히 하는것이 경영활동에 도움이 된다고 할 수 있다. 실무적 시사점으로는 첫째, 경영교육에 대한 긍정적인 교육 기대심리가 사업의 지속 가능성에 영향을 주는 것으로 볼 수 있기에 경영교육 프로그램 구성시 교육에 대한 관심과 흥미를 이끌어 낼 수 있도록 구성하여 기대효과를 높일 수 있어야 할 것이다. 둘째, 경영교육은 소상공인 사업의 유지, 생존, 지속가능성에 직접적으로 작용하며 교육에 참여하여 습득한 지식은 경영활동 개선에 도움이 된다는 것을 의미하므로 교육지원 금액 및 횟수를 추가하는 것을 생각해 볼 수 있을 것이다. 셋째, 소상공인의 지속가능성은 사업의 생존에도 영향이 있으므로 더 많은 소상공인들이 경영교육을 받을 수 있도록 교육에 대한 더욱 적극적인 홍보가 필요 할 것이다.