• KSCI Review
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• v.1 no.2
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• pp.39-45
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• 1995

• Proceedings of the Korean Statistical Society Conference
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• 2003.05a
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• pp.207-212
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• 2003

21세기 정보화, 기술, 국제화 등 시대적 성격에서 볼 때 국가적 차원의 통계적 소양 교육은 일반 시민의 기본 소양 및 인적자원 개발의 문제임을 인식하고 국가 그리고 대학의 일반 교육 정책으로 다를 필요가 있다. 현재 대학 교육에서 소외되고 사각지대에 있는 기초통계학 교육을 사회 변화와 요구를 반영할 수 있는 교육이 시급한 과제이다. 본 논문은 대학 기초통계학의 현재의 대학교육 상황, 학생들의 교육적 배경, 통계적 소양과 시대적 의미, 기초통계학의 목표, 성격 그리고 방향들을 제시하였다.

• 대학교육
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• s.139
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• pp.15-18
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• 2006

2단계 BK21 사업이 성공적으로 진행되기 위해서는 1단계의 한계점을 보완하는 것이 무엇보다 전제되어야 한다. 우선 국가 차원의 연구지원 사업들과 BK21 사업을 연계하여 2차 BK21 사업의 재원을 더욱 효율적으로 집행하는 것이 필요하고, 대학 내부에서는 과감한 정원 감축과 국제화를 위한 영어 강좌, 외국 학생 유치 및 유학생 파견 사업 등이 필요할 것이다.

• The Science & Technology
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• v.29 no.5 s.324
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• pp.14-15
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• 1996

우리나라도 소득 1만불시대를 맞았다. 벼락부자가 되었던 일본이 한때 '돈만 벌어가는 경제적 동물'이라 비난을 받았다. 그러나 일본은 70년대 들어 유엔 연구기관을 유치하고 유엔대학을 설립하여 연구와 교육의 국제화를 이루었다. 우리도 세계화를 위한 교육에 투자할 때가 왔다. 21세기 아시아-태평양시대를 맞아 '환태평양공과대학'을 세워 이 지역의 유능한 인재육성을 우리가 담당해야 할 때가 온 것이다.

• Journal of Engineering Education Research
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• v.2 no.1
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• pp.39-50
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• 1999

In recent globalization era, Korean architectural education and profession are emerging as the fields with serious problems. There are two major reasons. One is an internal factor caused by Ministry of Education's full scale shift from department to faculty system. Due to the drastic change in this system, most of schools have serious difficulties to deliver the proper professional education. And the other is an external factor. In WTO era, Union of International Architects has adopted $\ulcorner$UIA Accord on Recommended International Standards of Professionalism In Architectural Practice$\lrcorner$. According to the education section of the Accord, it requires 5 years of professional education in the accredited school. So, if it is formally adopted in the Beijing Congress, which is scheduled to be held in June 1999, we may face very serious problems in architectural education. As mentioned above, with the present education system it is believed not easy to meet their new criteria. Within the present system, which does not have any mandatory relationship with professional licence, students might go on to diverse fields such as architectural design, structural engineering, construction management and building equipment engineering. However, if UIA Accord and Engineering Accreditation are required at the same time, it will not be easy to meet their new criteria with present architectural education system. The goal of this paper is to suggest the models to meet the standards of international community while keeping the strengths of existing systems.

• 대학교육
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• s.69
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• pp.108-113
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• 1994

현재 우리나라에서 가장 중요한 국가정책과제의 하나인 교육개혁의 작업이 국제화.개방화라는 파고 속에서 차일피일할 수 없는 현 시점에서 지난 2월의 교육개혁위원회의 출범으로 늦장 출발이나마 닻을 올렸다. 교육개혁의 대상으로서 대학도 새롭게 태어나야 한다. 오늘날 우리의 대학은 여러 문제들을 안고 있다. 반성을 통한 제자리 찾기와 도약을 위한 발판이 필요하다. 현재 대학개혁안들이 적지않게 나오고 있다. 이 글에서는 그동안 제기되어온 문제점들을 단순히 상기시키는 것보다는 그동안 간과하고 있다고 보이는 문제점들을 지적하고자 한다.

• (The)Korea Educational Review
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• v.14 no.2
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• pp.155-179
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• 2008

The objective of this study was to analyze the satisfaction of graduate students participating in the Brain Korea21 (BK21) project in five supporting areas of the project: curriculum, job searching and career development, academic development, the globalization of education, and educational environment. A further objective was to find efficient methods of providing students with stable academic and financial support for their research in order to develop them as distinguished researchers. In order to answer research questions, this study conducted a survey of the BK21 project satisfaction with students majoring in humanities or social sciences and analyzed the survey results. The tool has 7 dimensions: 'curriculum', 'job searching and career development', 'stable support for academic development', 'support for academic activities out of school', 'globalization of education', 'lectures in English', and 'educational environment'. The survey found that survey participants were in general satisfied with the BK21 project. Of these 7 dimensions, the results showed remarkably high satisfaction dimensions for 'stable support for academic development' and 'support for academic activities out of school' while indicating a comparatively low satisfaction for 'job searching and career development'. The result and analysis of this study suggests that the BK21 project needs to emphasize the following: PR for the project, provide opportunities for the training for career development and job information to students, modify the areas of academic support, remodel programs of short- and long-term studies in foreign countries, improve the educational service system for lectures in English, and secure research facilities.

• Korean Journal of Comparative Education
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• v.24 no.1
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• pp.1-29
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• 2014

The purpose of this case study is to examine and compare the basic characteristics of quality assurance systems of the 3 leading countries in international higher education: Australia, Canada, and the Netherlands. The comparative analysis of the three cases demonstrates that, taking a more commercial stance on the international education service market, quality assurance systems of the 3 countries aim at facilitating effective promotion of student recruitment and enhancing their national brand image as advanced knowledge society. Consequently, rules and regulations of their systems are concerned primarily with strengthening institutional capacities to educate international students effectively, and, ultimately, improving their learning experiences in the host countries. Compared to these foreign cases, the newly-adopted quality assurance system in Korea places too much emphasis on internationalization process itself, thereby neglecting evaluation of educational capabilities of higher education institutions. Further implications for improvement of the Korean International Education Quality Assurance System(IEQAS) are discussed.

• Journal of Engineering Education Research
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• v.16 no.2
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• pp.3-10
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• 2013

This paper aims to present the model of engineering design education workshop for appropriate technologies. Since 2008 Handong Innovation Center for Engineering Education and a Non-Profit Organization, Sharing and Technology, held engineering design workshop during every summer break. We present the contents of the workshop and analyze the educational effects of the program. The workshop is entitled "Engineering Design Academy for the other 90%" because we take it serious that most of the research and development efforts of the science and technologies in the world is just focused on the rich people while the other 90% people in the world are unreachable from the benefits of the modern technologies. By the workshop we tries to provide the college students the perspectives on the worldwide poverty problems and to encourage them to serve the 3rd world people in need through their specialties in the field of engineering profession. The evaluation results by participants are very positive. Especially, we began invite the 3rd world people to the workshop as design problem clients from 2010 summer workshop. The evaluation from them are also very positive. The analysis results on the educational effects of the workshop show that the workshop improves the students skills required by the ABEEK (Acreditation Board of Engineering Education of Korea) including not only design capability but also team work, communication skill, understanding the social impacts of engineering design, engineering ethics, and globalization.

• The Journal of the Convergence on Culture Technology
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• v.1 no.4
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• pp.45-50
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• 2015

Cultures mean communication. With the whole world communicating online simultaneously, international availability has also been required in education. Especially the social media including the YouTube has opened a new age of e-learning, if not intending to do so, and the curriculum of a college or a university has kept up with the needs of our time. This study contains domestic and international professional programs equipped with internalization of a curriculum. It has suggested a role of college of arts as a customized and specialized institution which offers students advanced skills of related international industries through an internationalization of a curriculum of media and arts. It also suggests that full-time faculties need to develop a program to secure an international expertise. It can be concluded that a shift of paradigm towards education industry through social media contributes to needs to secure an international availability of a curriculum.