• Proceedings of the Korean Nuclear Society Conference
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• 1996.05d
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• pp.555-560
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• 1996

막대한 연구재원이 소요되는 원자력 개발분야에서 세계 초일류수준을 유지하고 있는 선진 원자력 연구개발사업기관들은 하나같이 종래에 도입한 "원자력 품질보증체제"를 확대시켜 "품질 무한경쟁시대"에 부응하는 "종합적 품질경영체제"를 도입하고 있다. 본 연구에서는 효율적인 연구소 경쟁력제고 방안도출을 위한 노력의 일환으로 현재 Total Quality Management(TQM) 체제를 도입하고 있는 해외의 ORNL(Oak Ridge National Laboratory), AECL(Atomic Energy of Canada Limited), ABB CE(Asea Brown Boveri Combustion Engineering), DNA(Defense Nuclear Agency)등을 방문한 결과를 토대로 연구소적 TQM체제 성공과 실패의 원인을 분석하여 도입당시의 추진조직, 추진전략, 추진효과에 대해 체계적으로 비교 분석하여 한국정서에 부합된 연구소적 성공 TQM체제 모델을 도출코져 시도하였다. 분석결과 이들 기관들은 TQM 추진을 위하여 먼저 단계별로 단기, 중기, 장기 계획을 수립하고, TQM 실무위원회를 구성하여, 최고경영자가 직접지휘하는 Top-down 방식의 TQM 추진으로 품질문제를 사전에 예방하고 있었다. TQM 도입 초기 실무부서로 부터의 적잖은 저항과 애로사항이 도출되어 많은 시행착오를 거쳤으며 지금은 TQM 정착단계에 있었다. 이러한 과정에서 원자력 선진기관들은 전사적인 TQM 교육을 통해 철저한 TQM 마인드를 고취시켰고 전 부서의 업무가 전사적 TQM 차원에서 수행되었다. 우리나라 원자력기관에서의 바람직한 TQM 도입 모델로서 첫째, 전직원 대상 TQM 교육실시를 통한 TQM 인식고취, 둘째, TQM 성공체제로서 "경영품질"에 초점을 맞춘 관리시스템 확보, 셋째, 동서문화 차이를 고려한 Bottom-up '||'&'||' Top-down 혼합방식을 제시하였다.ottom-up & Top-down 혼합방식을 제시하였다.

• Journal of Korean Society for Quality Management
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• v.31 no.2
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• pp.69-81
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• 2003

TQM which has been applied to the industry area is widely accepted to the non-for-profit area and public sector. Especially educational institution including university and college has adopted TQM as a competitive weapon in several developed countries such as United States and United Kingdom. But there is no interest in the Korean educational area except for several colleges which have got ISO 9000 certification. In this study, we analyzed several best-practiced foreign colleges which have applied TQM to improve their competitiveness. Also, we tried to explore the applicability of TQM to the Korean educational area by developing TQM model for 'S' college.

• Journal of Korean Home Economics Education Association
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• v.20 no.3
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• pp.179-200
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• 2008

This study is aimed at contributing to the future development of Home Economics Education Department by suggesting basic data of TQM(Total Qualify Management) for evaluating TQM of Home Economics Education Departmeut in education colleges. A survey was conducted involving all junior(3rd year) students of Home Economics Education Department in education colleges either by making a visit to 3 different schools or by sending it in the mail to 10 different schools. Responding answer-sheets, 302 copies(88.3%) out of 342 copies in total were returned. Finally, we used 285 copies(83.3%) as data for analysis. The results of this study are as follows: In terms of Professional Qualification of Home Economics Teachers, the students had passion for their Home Economics Education and also had a great pride and mission to be future Home Economics teachers. However, their ability proved to be poor and low in presenting a vision for Home Economics, in conducting extra-curricular activities, and the computer skills. In the case of college students, their satisfaction showed an average point 3.15 on a scale of 5. Those students who entered school voluntarily or those who hoped for re-entrance showed more satisfaction than those who entered school with good academic records or those who do not hope for re-entrance into school. In terms of professors' leadership, Students are perceived to choose 'Transactional Leadership' instead of 'Transformational Leadership'. Students', who have higher satisfaction and hopes for re-entrance, perception level about their professors' leadership style showed higher satisfaction than average. The students empowerment level showed average point 3.52, which is considered relatively high. Students at the college where professors majored in Home Economics Education are employed showed higher empowerment level than students at the college with professors who did not major in Home Economics Education. The result of evaluating general demand for renovating of Home Economics Education Dept. showed that: they perceived the "Teacher Education Course" of Home Economics Education Dept. as in need of cultivating practical skills in secondary school. They also said, "Teaching Method" is in great need of renovation. In the case of teaching method, they preferred laboratory work, and practical training. In earning credits, they emphasized the importance of faithfully completing the "Study of Content". For the Subject Matter Education, they required a training course to be set up in the secondary school. Finally they claimed that the teachers and students need to take the initiative in developing a Curriculum of Home Economics Education Dept. Based on the findings mentioned above, I would like to suggest further research on how to adopt and evaluate TQM in Home Economics Education, and faculty-centered evaluation methods. I also would like to suggest to vitalize quality research through the form of narrative research.