• The Journal of the Korea Contents Association
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• v.19 no.4
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• pp.546-555
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• 2019

This study aims to suggest a development process for the interior design major course at K University's school of design to educate specialists who can answer the needs of the industrial field. The study procedure first analyzed the internal and external environment to establish queries and development direction. A job model for the interior design industry was constructed while course modules were deducted based on job characteristics and was used to form a curriculum based on a 4 year course. Required personnel includes 'Interior Design Business and Marketing Specialists', 'Interior Design Space Planning Specialists' and 'Interior Design Construction Management Specialists'. 40 modules were drawn following the detailed job model structure. 1st year students are to follow a common curriculum, 2nd years the major foundation, 3rd years major intensive, and the 4th years major application. The practical importance of the research is to suggest a development process of major modules based on the standard job model and the organization structure of the interior design industry.

• Archives of design research
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• v.15 no.1
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• pp.171-180
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• 2002

This study analyzed the current state of interior design as a major at vocational high schools, colleges, and universities to improve their curricula. The questionnaires of students, teachers, and interior designers were collected and frequency distribution and mean were used to analyze the data. Result showed that the alloted times with major fields were high, but those with classes related to interior design were comparatively low at vocational school. Vocational schools did not seem to supply the systemic and qualified major equation for the students who wanted to engage in interior design fields. Therefore curricula reflecting the demand of designers working for interior design companies and students should be made. Additionally practical education contents based on interior design field and achievement of certification should be developed to vitalize the vocational school.

• Korean Institute of Interior Design Journal
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• no.30
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• pp.3-8
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• 2002

The purpose of this study is to discuss the issues and problems of interior design education in Korea and to further present guidelines for curriculum development and research on interior design education in Korea for the 21st Century. Content analysis and scholastic inquiry from various sources were used to examine the issues concerning 1) professional identity, 2) curriculum structure, and 3) creative scholarship including interdisciplinary approach. Identification of these issues presented in this study will allow interior design educators to help prepare interior design students who are qualified to lead the profession in the future.

• Korean Institute of Interior Design Journal
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• no.36
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• pp.3-13
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• 2003

The purpose of this study was to define element of specialization for interior design education according to investigate samples and analyze situations. The study was composed three schemes as follows, materiality classification of specialization, condition of specialization and survey and analysis of specialization. Materiality specialization classify 4 types which are localization, focus on design process, design and project participation and resource. The specialization conditions, according to classify, were to make cooperation center for practical fields and to find new fields of Interior design education and develope advanced skills.

• Korean Institute of Interior Design Journal
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• v.15 no.6 s.59
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• pp.3-10
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• 2006

In interior design and architecture area, educational system has changed since 2001 from two-year program to three-year. At present related courses are established in about 68 colleges. The purpose of this study is to ascertain the advantages of the three-year over the two-year design program, analyzing the changes in curriculum. In the study, curricula from the selected 16 colleges were collected and analyzed using the following research method. The courses were classified into 10 sectors - based on previous studies. The results are as follows. In the three-year program, the available number of courses generally increased. Of the ten sectors, there was marked growth in the 'design' and 'technique or technology' sectors after the program change. In addition, the 'primary', 'theory' and 'digital design' sectors were reinforced to represent the latest changes in the design process and presentation method.

• Korean Institute of Interior Design Journal
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• v.13 no.2
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• pp.3-9
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• 2004

The present study is an analysis of the process and affects of interior design accreditation by FIDER(Foundation of Interior Design Education Research) in the United States. Due to the consequences of becoming a member of WTO(World Trade Organization), currently Architectural programs in Korea are seeking ways to set up this accreditational system. The history of interior design education has always been closely interconnected with architectural education, moreover the educational system in Korea has long been affected by that of the United States. Therefore, the author believes that it is crucial for interior design educators to understand the meanings and affects of accreditation system in order to be prepared for this globalization. This paper analyzes the accreditation system between Architectural and Interior Design programs in the United States with that of Korea. It also presents an In-depth study of FIDER accreditation process in the interior design program at Kansas State University, where the author has participated as a preparation member. Thus hope to serve as a guideline for self evaluating interior design programs in Korea.

• Korean Institute of Interior Design Journal
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• no.20
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• pp.3-9
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• 1999

The purpose of this study was to verify the stability of environmental disposition through analyzing the short term effect of the 'Interior Design History' course on students environmental dispositions, especially their interior image preferences toward traditional/modern, female/masculine, and simple/complex characteristics. The pre-test post-test control group experimental design was used. The independent variable was the experience of the Interior Design History course, and the dependent variable was environmental disposition measured by IIPS(Interior Image Preference Scale). The measurements were done at both beginning and end of fall semester, 1997. Subjects were using 71 undergraduate students of Drafting course (control group) and 35 undergraduate students of Interior Design History course (experimental group) at Y University. Data were analyzed using frequency, percentage, mean, and F-test through ANOCOVA. This research revealed no effect of the Interior Design History course on students interior environmental dispositions. The stability of those environmental dispositions and also the validity of the IIPS were proved.

• Korean Institute of Interior Design Journal
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• no.19
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• pp.160-165
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• 1999

이 연구의 목적은 실내디자인 학생들간에 나타나는 CAD에 대한 태도, 적성과 그들의 성격 유형간의 관련성을 알아보고 이들 성향이 CAD 교수법에 미치는 영향을 조사하기 위한 것이다. 연구방법은 설문조사, 성격 유형 검사, CAD 성적, 그리고 교과목 성적을 통한 통계분석으로 이루어졌으며, 실험은 실내디자인 전공 3학년 학생 56명을 대상으로 실시되었다. 실험 실시 환경은 CAD가 디자인 도구로 쓰여지는 실내 디자인 실기 수업으로 구성되었으며, 정확한 실험 결과 분석을 위해 CAD 숙련도 성적과 종합 교과목 성적이 분리. 채점되었다. 연구 결과 학생들의 성격 유형은 의향형, 직관형, 느낌형, 및 판단형(ENEJ)을 선호하는 것으로 나타났다. 이는 실험에 참여할 실내디자인 전공 학생들이 직관에 의해 사물을 인지하고, 문제 해결을 하는데 있어 감성에 의지하며, 체계적이고 조직적인 판단력을 가지고 있음을 의미한다. CAD에 대한 태도와 성격유형의 관계에서는 CAD가 유용하다고 생각한 학생들이 느낌형에 강한 선호도를 보였으며, CAD 적성과 성격 유형의 관계에서는 CAD 숙련도 성적이 높은 학생이 판단형에 강한 선호도를 나타내었다. 또한, CAD 성적이 뛰어난 학생이 종합 교과목 성적도 좋은 것으로 나타났다. 이는 CAD 숙련도의 차이가 학생들의 전반적 디자인 능력에도 영향을 끼칠 수 있음을 시사한다. 결론적으로, 이 연구 결과는 학생들의 성격과 학습인지 성향이 컴퓨터 교육의 효율성에 영향을 미친다는 기존의 타 분야에서의 연구결과가 실내디자인 분야에도 타당성을 지님을 증명해주었으며, 실내디자인 수업에 있어 컴퓨터 관련 교과목의 교수법이 실내디자인 학생들의 성격 유형을 바탕으로 개발이 될 때 그 활용 효과를 극대화 할 수 있음을 제시하고 있다.

• Archives of design research
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• v.15 no.2
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• pp.197-204
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• 2002

The purpose of this study was to develop the hiring and retraining program for interior design teaching staffs of vocational high school. The survey has been made by interviewing 12 teachers from 2 vocational high school. The major finding of this stuffy are as follows; First, it is found that newly hired interior design teaching staffs are required to have interior design majors in university and minimum 1 year field experience. In case of having no field experience, it is required for them either to have an interior design associated certificates or to pass certain field test. Second, the retraining program should include drafting, perspective and rendering, architectural and interior materials, architectural structure, space and interior design, furniture design and fabrication, CAD, interior construction, housing and interior design in general. Third, the retraining program will be total 255 hours program. The number of hours for each specific subject are varied perpending on subject, For example, 15 hours an allocated for drafting and 60 hours for CAD.

• Proceedings of the Korean Institute of Interior Design Conference
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• 1999.04a
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• pp.79-82
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• 1999

A study on methodology of Design history of the using crossmedia system, Accordingly the study is aimed at focusing the interior design history that readily appreciates and accommodetes the internet characteristics of various design, from this point of view it make it a purpose of this study to make basic design history through the using crossmedia system.