Researchers in science and technology has broadened the scope of research in order to solve complex problems, academic exchange has also been actively carried out. If the paper which is a mean of interdisciplinary approach has a limited term and the formula, it can act as barriers to access for many researchers in various fields. This paper proposes a cross-validation method for eliminating documentary barriers based on discrete event system formalism. We expect that our proposed method will improve a cross-validation considering researchers in another fields.

The purpose of this study was to examine the effects of goal contents on failure tolerance in engineers (i.e., students and experts in engineering). Based on the goal contents theory, which is a sub-theory of self-determination theory, three intrinsic goals (i.e., self-growth, help, social concern) and two extrinsic goals (i.e., money, fame) were under investigation. A total of 398 participants (118 undergraduate students, 181 graduate students, 99 experts) answered survey questions. In the hierarchical multiple regressions, self-growth goal was entered as the first model, then, to the second model, the other four goals were added. The results showed that social concern goal significantly predicted failure tolerance among all engineer groups. Self-growth goal was closely associated with failure tolerance in undergraduate students and graduate students. Help goal was significant only among graduate students. These results suggest that pursuing intrinsic goals, especially, social concern goal is important to increase failure tolerance. Establishing infrastructure and educational climate for pursuing social concern goal can facilitate the development of personal expertise in engineers as well as the improvement of society.

The purpose of this study is to suggest the general education contents for undergraduate students at engineering related departments through need analysis in order to develop creative and integral talents. For this study, the need analysis was conducted by using focus group interviews, Borich's educational need equation and the Locus for Focus Model, and highly ranked priorities on both methods proposed as the highest priorities. As a result, 'drawing up a letter of self-introduction and a portfolio', 'understanding fields', 'understanding careers related to the major', 'presentation skills', 'knowledge for certificated exams', 'method to deduct creative ideas' were high on the list of top five priorities. The selected items by Locus for Focus Model show that undergraduate students at engineering related departments need general education contents associated with career development and communication by priority.

This paper deals with analyzing accreditation findings and the causes for the deficiencies in the review by the EAC(Engineering Accreditation Committee) of ABEEK in 2014. For this purpose Final Statements of the 266 engineering education programs reviewed by the EAC of ABEEK in 2014 were analyzed on the basis of the each criterion. However, Accreditation Criterion 8(Program Criterion) was excluded in the analysis of the causes for the deficiencies since the program-specific requirements within areas of specialization might vary with the program criteria. As results of accreditation review by the EAC of ABEEK, Deficiency findings were 81 cases which made up 3.81% of total findings, Weakness findings were 1,679 which made up 78.91% of total findings, Concern findings were 124 cases which made up 5.83% of total findings, and Satisfaction findings were 244 cases which made up 11.47% of total findings. Deficiency and Weakness findings against which the relevant program must take actions for the improvement were 82.71% in all. The findings on program accreditation are made on the basis of the Accreditation Actions Guide. Accordingly, in view of formal logic in the accreditation review, the accreditation findings should comply with the Accreditation Actions Guide consistently. In this respect, the Deficiency findings in the accreditation review can be justified. So it is useful for a program or an institution which prepares for the accreditation review to check over the causes for the Deficiency against the Accreditation Actions Guide. On the other hand changeover in the accreditation policy of the ABEEK may be necessary. If the quality of the engineering education is improved continuously through the accreditation review, accreditation fulfills its purpose. To gain this end it is important to place higher value on the 'bigger picture' than on the minor details. In other words, "holistic" evaluation of evidence should form the basis of accreditation review.

In spite that spatial ability has been recognized as an important element of academic achievement in engineering studies, researches on the topic are rather limited in Korea. In this study, the relationship between spatial visualization skill and academic achievement of engineering students was investigated based on the several variables such as gender, high school education background and college course achievement. The result showed that there were significant relevance between spatial visualization skill and gender, high school type, achievement of high school level math & physics, and college course work grade of computer graphic and capstone design. According the case study, from the entry time of engineering college, support programs to reinforce spatial visualization skill are required for lower skill groups such as female and graduate from art course in high school. Also, college curriculum such as Engineering graphics, Capstone design are substantial to improve spatial visualization skill. However, more diversified sample groups and research methods are required in order to draw in depth results.

This research was conducted to assess the effects of an engineering education accreditation program devised by the University of Seoul on higher education outcomes by comparing and analyzing the evaluation results of engineering accredited students (31) and those who are not accredited (47) with the OECD AHELO (Assessment of Higher Education Learning Outcomes) in 2013. The AHELO assessment tool consisted of 25 multiple-choice questions which evaluated generic skill-learning outcomes, also using contextual surveys to establish the students' backgrounds. The results were evaluated statistically. In the results from the multiple-choice exam for generic skill learning outcomes, accredited students scored 1.35 points higher than non-accredited students. Secondly, according to the contextual survey related to students' university education experience, such as lectures, seminars, group projects, and online tutoring, it was found that accredited students were provided more activities in seminars and group projects. Moreover, for class activities, more of these were provided to accredited students, especially in the areas of assortment-structuralization and teamwork-based activities. Thirdly, according to the contextual survey results related to participation in class, specifically regarding asking questions and participating in discussions, interacting with the professor, and opportunities for study time, there were no recognizable differences between accredited and non-accredited students, However, while accredited students at least had opportunities to gain experience in most areas, there were some areas for which education resources were not provided to non-accredited students. Therefore, for the University of Seoul, our results imply that accredited students may show better performance in the areas of academic accomplishment and in their educational environment as compared to non-accredited students. These results demonstrate that the engineering education accreditation program positively contributes to employment competitiveness while also improving the necessary global standards of higher education outcomes.

In the on-line pre-learning which is applied in this study, on line pre-learning, in-class, post-learning are circulated together in the same experiments. The on-line pre-learning has been tried to 136 students in A junior college in Seoul for 3 years. The effects of their self-regulated learning are as follows. First, the self-regulated learning ability has increased by 0.42 point. The point after the self-regulated learning and before it is 3.24 and 3.66 respectively. Second, cognitive regulation, motivational regulation and behavioral regulation have also increased. Out of them, cognitive control has increased the most. Metacognitive strategy is higher than cognitive strategy. In conclusion, the result shows that the on-line pre-learning is helpful to develop the self-regulated learning ability and it is also suitable to teaching-learning method for junior college.