• The Journal of the Korea Contents Association
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• v.19 no.9
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• pp.388-401
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• 2019

This study analyzes the mediation or moderation effect of the characteristics of perceived organizational support (POS) and relational culture on the ambidextrous organizational performance such as exploration and exploitation. This study empirically verified using the human capital corporate panel 548 data provided by Korea research institute for vocational education & training. The empirical results of the present study are as follows. First, it is shown that formal learning and informal learning provided to the members have a positive effect on ambidextrous organizational performance. In addition, POS showed that full and partial mediation effects of the formal learning and informal learning on ambidextrous organizational performance. Finally, relational culture have an important influence on positively moderating the relationship between informal learning and exploitative performance.

• East Asian Economic Review
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• v.26 no.1
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• pp.49-91
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• 2022

Recent years have witnessed renewed interest in Africa and public diplomacy has emerged as the vital tool being used to cultivate these relations. China has been leading in pursuing stronger economic partnership with Africa while middle powers such as Korea are also intensifying engagement with the continent. While previous studies have analyzed the implications of China's activities in Africa on advanced powers, none has examined them from the paradigm of middle powers. This study fills this gap by assessing China's activities in Africa, their economic engagement and implications for Korea's interest in Africa. The analysis is qualitative based on secondary data from various sources and literature. The study shows that China's public diplomacy strategy involves a high degree of innovation and has evolved to encompass new tools and audiences. China has institutionalized a cooperative model that permeates many aspects of governance institutions in Africa, enabling it to strengthen their relations. This could also be helping China to adjust faster leadership transitions in Africa. Whereas the US is still the most influential country in Africa, China is influential in economic policies and has outstripped the US in infrastructure diplomacy. This could be because African policy makers align more with China's economic model than the US' mainstream economics. Chinese aid to Africa has been diversified to social sectors that are more responsive to the needs of Africa. Trade and investment relations between China and Africa have deepened, but so does trade imbalance since 2010. China mainly imports natural resources and raw materials from Africa. But this product portfolio is not different from Korea and the US. China's energetic insertion in Africa using various strategies has significant implications for countries with ambitions in Africa. Korea can achieve its ambitions in Africa by focusing resources in areas it can leverage its core strengths-such as education and vocational training, environmental policy and development cooperation.

• The Journal of the Convergence on Culture Technology
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• v.9 no.2
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• pp.51-56
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• 2023

This paper analyzes the relationship between organizational development culture, intra-organizational trust, and communication and their influence on corporate competitiveness. The research model is composed that development culture has a positive effect on trust and communication, and that trust and communication have a positive effect on corporate competitiveness. The data for the analysis were integrated at the company level (510 companies) and used the data of 9,053 employees collected in the 1st survey of the Human Capital Company Panel(HCCP II) of the Korea Research Institute for Vocational Education and Training(KRIVET). For corporate competitiveness, responses to 10 factors for internal process capability and customer service capability were used. The structural equation model was employed to analyze the research model. As a result of the analysis, development culture had a positive effect on organizational trust and communication. And trust and communication were found to have a positively effect on corporate competitiveness. In the indirect effect analysis through bootstrapping, the development culture did not show indirect effects through trust and communication, so only direct effects between development culture, trust and communication, and corporate competitiveness could be confirmed.

• Journal of Practical Engineering Education
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• v.16 no.2
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• pp.227-239
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• 2024

This study aims to analyze the impact of vocational training received by learning workers through the degree-linked work-study program on their learning outcomes. Specifically, we explore the causal relationship between various factors considered during university degree program admission and selection, and the average GPA (Grade Point Average) after admission. To achieve this, we conducted regression analysis and variance analysis using historical admission data and GPA records of 976 students from three undergraduate programs at a domestic K university that implements the degree-linked work-study model. Additionally, we included company information from publicly available databases that could potentially influence the academic performance of learning workers. Our analysis revealed significant causal relationships across various factors, including the classification of the high school attended, gender, family background, subject-specific grades in high school, duration of employment at the company, and age at the time of admission. Based on these findings, we anticipate that universities operating similar degree programs can enhance their selection procedures for learning workers. Furthermore, the results of this study can serve as foundational data for future policy recommendations related to degree-linked work-study programs.

• The Journal of the Convergence on Culture Technology
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• v.10 no.3
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• pp.259-265
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• 2024

This paper analyzed the relationship between human resource development intent, human resource development implementation, firm's competitiveness. In addition, the indirect effect of organizational commitment was also assumed. The data for the research were integrated at the company level(500 companies) and used the data of 9,516 employees collected in the 2nd survey of "the Human Capital Company Panel II" of the "Korea Research Institute for Vocational Education and Training". The structural equation modeling was useed to analyze the analysing model. According to the analysis results, HRD intent had a positively significant effect on firm's competitiveness. And HRD implementation had a positively significant effect on firm's competitiveness. From the indirect effect through bootstrapping analysis, the organizational commitment showed indirect effects from HRD intent and HRD complementation to firm's competitiveness.

• Journal of Engineering Education Research
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• v.7 no.2
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• pp.5-21
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• 2004

The study aims to propose plans to give credit approval to those who obtain authorized civil qualifications, in accordance with the enforcement regulations under the Clause 7, Article 4 of $\ulcorner$the law on credit approval and others$\lrcorner$. Preceding studies on the grounds and principles of credit approval, analyses on the related references and materials, and surveys asking the managers of authorized civil qualifications their opinion over giving credit approval to authorized civil qualifications were conducted as the methodology of this study. Besides, a conference inviting experts from the relevant fields was held to specifically overview the contents and levels to be examined by qualification items, to conduct a face-to-face survey on directions to take in the credit approval of authorized civil qualifications, and to analyze the level and the degree of the difficulty of questions in the examinations of authorized civil qualifications. The contents and the level of credit approval in this study are as follows. For the authorized civil qualification items unable to formulate criteria in accordance with the principles of credit approval taken in the national technique qualification and other national qualifications, two factors were put under consideration for setting the level of the credit approval. First, the level and scope of work were investigated. Second, the content of qualification was compared with the course work of college. The degree of difficulty in the scope and performance of work was reviewed by specialized qualification and general qualification, respectively. Specialized qualification indicates whether or not the required knowledge and technique are acquired for performing duty in specific work fields. It falls into service fields and qualification items except qualification items on general clerical work of the national technique qualification and other national qualifications. To the contrary, general qualification is to prove the degree of acquisition of knowledge and technique for improving the basic competencies throughout diverse types of occupations. It includes competencies to verify language proficiency, mathematical and statistical capacity, problem settlement, negotiation and communication skills. When the authorized civil qualification came under the specialized qualification, the level of qualification was determined in comparison with the level of work of national qualifications. In the case of the general qualification, the credit to be approved was settled by conducting a comparative analysis on the course work of college.

• 대한공업교육학회지
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• v.32 no.1
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• pp.55-72
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• 2007

The purpose of this study is to improve specialized high school of electrical field-to-work transition by a SWOT Analysis. The subject analyzed the curricula of 12 special highschool and surveyed 192 vocational teachers of them. In this study, a SWOT matrix was filled to improve transition from electric special high school to work, and the results was gotten as follows: First, the government should offer the military service special case for students of electric special high school, strengthen the course of CEO for the school master, and make the system to expand job training. Second, the provincial office of education should aid a functional training with a administrative ability and financial support, offer a list of industry visiting teachers to specialized high school, and promote a modification of the department according to a growth industry of the area. Third, each school should present a school education goal agreed with the purpose of specialized department and intensify the counselling of job selection and the application of the approved textbook.

• Journal of Engineering Education Research
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• v.12 no.4
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• pp.3-17
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• 2009

The purpose of this study is to develop the national generic competency standards for professional engineer and so improve the quality of Korean professional engineer into an international level. First, this study intends to develop the national generic competency standards for professional engineer that contributes to maintain and enhance the quality of professional engineers in terms of a linkage among education and training, qualification, and labor market. Second, this study aim to obtain the national generic competency standards for professional engineer that applies to reform the criteria of certification, testing, and interview of National Technical Qualification System as well as to develop the curriculum of engineering education and continuing professional development and the system of human resource management in corporations. As a result, a final draft of the national generic competency standards for professional engineer was confirmed to include 12 clusters of competency standards and 56 elements of competency standards.

• Journal of Korean Home Economics Education Association
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• v.17 no.2
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• pp.197-219
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• 2005

This study attempted, in accordance with the National Educational Curriculum, to develop achievement assessment standards for a course within the field of home economics which has been widely adopted by Korean vocational high schools, namely, the food and nutrition subject. Focus was also placed on strengthening the management of the curriculum for this food and nutrition course, as well as on establishing proper assessment standards by developing model assessment tools which can be used to assess the subject. The results of this study can be summarized as follows : First, based on an analysis of the related literature and materials. the desired notion of the achievement and assessment standards was established, and their significance ascertained the achievement and assessment standards for the food and nutrition course were set and the type of model assessment tool which should be developed, as well as the method in which it should be applied. was established Second. by analyzing the curriculums and the contents of the textbooks used in the food and nutrition subject, the researcher was able to compile the 70 factors which could to be used to develop the achievement and assessments standards, and then classify these into 6 main categories and 32 sub-categories. Based on the characteristics of these factors and learners' academic performance levels the number of factors was expanded to 89 in order to establish the achievement standards. In turn, these achievement standards were used, in accordance with the learners' achievement and teaming activity levels, to develop three different levels of assessment standards. namely, upper, middle, and lower ones. Third. a model assessment tool was developed which could be used by individual school units as a reference in terms of achievement and assessment standards, and that could be modified to meet each school's circumstances. In order to create the model assessment tool a 100-question questionnaire was formulated that contained various types of questions, such as essay, report, theoretical and practical, portfolio, as well as multiple choice-type questions. Lastly, the researcher introduced measures to effectively use the achievement and assessment standards developed for the food and nutrition course, as well as the model assessment tool in school units.

• Journal of vocational education research
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• v.37 no.6
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• pp.1-15
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• 2018

The objective of this study is to provide the basic data for the efficient operation of industry-academia partnership apprenticeship school, by analyzing the interest in the relevant policy, targeting the interested parties of school and corporation as the two main subjects operating the industry-academia partnership apprenticeship school. Using the Concerns-Based Adoption Model(CBAM) used for understanding the interested parties' interest in the adoption of a certain new changing. In the results of analysis, first, currently, the operating subjects of industry-academia partnership apprenticeship school showed the similar interest with the pattern of nonusers. In other words, currently, based on the curiosity about the relevant policy, they are interested in which roles they should perform for the successful operation. Second, when dividing the operating subjects of industry-academia partnership apprenticeship school into school parties and corporate parties, the results of examining the differences in the interest of each subject are as follows. First, in the stages except for the Stage 0(indifference), the interest of school parties was relatively higher than the one of corporate parties. It might be because the school's role is bigger in the operation of industry-academia partnership apprenticeship school, contrary to the advanced countries. In other words, in case of school parties, the overall and general understanding of the relevant policy is premised, so that their interest of each stage is higher than the one of corporate parties. Especially, the Stage 5(cooperative interest) showed the biggest differences. As the cooperation between industry and academia is the success factor of the relevant policy, it would be necessary to implant the concrete measures for industry-academia cooperation in school parties, and also to implant the importance of industry-academia cooperation in corporate parties. Next, both operating subjects showed the lowest intensity in the Stage 4(consequential interest). It means that the operating subjects' interest in the evaluation of apprenticeship students is relatively low.