• Korean Journal of Clinical Pharmacy
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• v.24 no.4
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• pp.288-295
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• 2014

Background: The pharmacy education system in South Korea has changed from four-year degree program to two-year pre-pharmacy program plus four-year professional degree program (a total of six years) since 2009. Objectives: The purpose of this study is to assess final year student's satisfaction on this new pharmacy education system and to explore factors related to student satisfaction. Methods: A paper-and-pencil survey instrument was administered to all final year pharmacy students at four universities located in South Korea during September of 2014. The self-administered questionnaire contained 39 items. In part 1, the quality of education with regards to school utilities, education system, human resources, and communication domains were measured. In part 2, overall satisfactions with the new education system were asked to students. Responses were recorded on a seven point Likert scale. Results: A total of 207 students were participated in this study. Students showed low satisfaction on school utilities and standardization of education while they displayed high level of satisfaction on the quality of the faculty members and preceptors at clerkship sites. Factor analysis showed that education service was the most significant factor that affects students' satisfaction followed by facilities, standardized education, communication, administration, pharmacy practice (p<0.05). Conclusion: The qualification of faculty and preceptors ranked number one in students' satisfaction and it was the most significant factor. School facilities were found to be the second most significant factor in students' satisfaction while students displayed poor satisfaction. The study results might need to be reflected in future education planning to improve students' satisfaction.

• Journal of Korean Society of Rural Planning
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• v.27 no.3
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• pp.1-9
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• 2021

It is important for residents to give opinions and participate in urban regeneration projects. Urban regeneration college is being operated to strengthen the capacity of residents. In this study, the educational satisfaction of the students was surveyed while conducting the program of urban regeneration college. By analyzing survey, we intend to derive implications when constructing an urban regeneration college education program. The survey was conducted on 215 students from urban regeneration college in y-gun. Analysis was performed using the spss24.0 program. As a result of factor analysis, it was classified into three factors: education design, education culture, and education support. All three factors had significant differences in educational satisfaction. Satisfaction with education had a significant effect on the possibility of village development. Satisfaction was different according to the contents of the educational program according to the awareness of urban regeneration. For those who are aware of urban regeneration, educational culture among educational programs has more influence on educational satisfaction. Those who were not aware of urban regeneration had an effect on education support and education satisfaction. The results of this study can be used as basic data when planning educational programs for urban regeneration college.

• Journal of the Korea Convergence Society
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• v.10 no.3
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• pp.257-264
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• 2019

The purpose of this study was to analyze the effect of physical education class satisfaction on the college life satisfaction, and academic persistence to provide the basic information for the effective higher education policy increasing the academic persistence. By analyzing a total of 185 surveys from college students that take the physical education class, this study found followings. First, physical education class satisfaction had a significant direct effect on the college life satisfaction(+). Second, college life satisfaction had a significant direct effect on the academic persistence(+). Third, physical education class satisfaction didn't had a significant direct effect on the academic persistence. Fourth, physical education class satisfaction had a significant indirect effect on the academic persistence mediated by the college life satisfaction.

• Journal of Korean Academy of Nursing
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• v.39 no.1
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• pp.1-9
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• 2009

Purpose: The purpose of this experimental study was to examine the values of a death education program developed to improve life satisfaction and attitude toward death in college students. Methods: The death education program was developed and then used with 22 college students for 5 weeks, once a week for 150 min. Before and after the intervention, students responded a questionnaire developed to measure life satisfaction and attitude toward death. t-test, $X^2$-test, and paired t-test with the SPSS program were used to analyze the data. Results: The death education program significantly improved life satisfaction but had no statistically significant effect on attitude toward death. There was a significant difference in life satisfaction between the experimental and control groups but not in attitude toward death. Conclusion: Based on the above results, it is apparent that the death education program has an affirmative effect on life satisfaction in college students and some impact on attitude toward death. We suggest, therefore, that the death education program should be used with all human beings to help them recognize the values of themselves and their current lives and improve their satisfaction with life.

• The Journal of the Korea Contents Association
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• v.20 no.7
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• pp.438-450
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• 2020

This study examined the relationship between demographic characteristics, satisfaction of operating factors in college lifelong education, satisfaction of college lifelong education, and recommendation intention for 1,782 adult learners of college lifelong education (N=1782). As a result of Hypothesis 1, gender and age were found to have a significant effect in all areas of college lifelong education satisfaction (education content, pedagogy, instructor, educational environment, system, support), while education level did not. In addition, the learning time was verified to affect only the educational content, educational environment, and satisfaction with the system and support. As a result of Hypothesis 2, it was found that the satisfaction of the operating factors of the instructor, system, and support had a positive effect on the satisfaction of college lifelong education, and the environmental factors of education had a negative effect. As a result of verification of Hypothesis 3, it was found that the satisfaction of college lifelong education influenced the intention of recommendation. The purpose of this study is to determine the degree of satisfaction with the operational factors of college lifelong education, the satisfaction of college lifelong education, and the intention of recommendation for adult learners of a university that is operating a degree program dedicated to adult learners who are actually practicing the transition to a lifelong education system of university as an innovation in higher education. The relationship verification is expected to provide practical implications for constructing a new college lifelong education model in the future.

• International Journal of Advanced Culture Technology
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• v.7 no.2
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• pp.67-76
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• 2019

As the attracting foreign student has become a very important strategy, detailed researches on their college selection and their satisfaction with college life are needed. Especially it is necessary to distinguish ordinary international students and those who take classes in Local Education Centers (LEC) before coming to Korea. The central purpose of this study is to identify how the two types of students differ in their perception of college selection factors and what factors affect their satisfaction with college life. A total of 186 international students participated in the study. It was found that the most important college selection factor of the pre-educated LEC students was 'obtaining academic ability through online classes and transfer of credit hours'. Second, these students reported that the two influential factors for their satisfaction with college life were 'quality of education' and 'cultural experience program'. Third, it was found that the major college selection factors influencing ordinary international students' college life satisfaction were 'expertise of faculty', 'transfer of credit through curriculum links', and 'recommendation from teachers at home country'. Fourth, the major factors affecting the pre-educated LEC students' satisfaction with college life were 'KSL classes at LE's', 'expertise of faculty', and 'financial aid system'.

• The Journal of the Korea Contents Association
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• v.21 no.3
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• pp.390-399
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• 2021

This study analyze the factors that can improve the satisfaction level of college students stable adaptation to college life and education service. It was analyzed whether students' personal characteristics, college life-related characteristics, and changes in college life Adaptation increase the satisfaction of college education service. As a result of analyzing CAT(college adatiation test) differences of 1st survey and 2nd survey in the results of the total 368 students, the graduates of the academic high school showed high academic integration and social integration and the social integration was high in the types of regular admission. As a result of multiple regression analysis with the increase in college education service satisfaction as a dependent variable, the lower the language score, the more positive changes in academic integrity, career identity, college satisfaction, relationship with professors, economic stability, and study keeping stability. Based on these results, various student support programs were proposed to increase the college education service satisfaction of college students.

• Journal of vocational education research
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• v.30 no.4
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• pp.241-258
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• 2011

This study analyzes educational panel on the relationship between college life and job satisfaction of women college graduates. Higher college satisfaction increases job satisfaction of women workers with college degrees. Job training programs increase job satisfaction. However, job satisfaction relative to her skills and competency becomes lower when they complete a number of job training programs. Moreover, English education and job training programs exert positive influences over the effects of college satisfaction on job satisfaction of women workers with college degrees. Thus, although there are conflicting aspects, job training programs have potentials to contribute to the job satisfaction. The results of the study suggest that college life is closely related with their job experiences. However, Korean society neglects the importance of college relative to four-year university. Thus, Korean society exerts efforts toward enhancing the educational quality of college education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.12
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• pp.7051-7059
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• 2014

This study examined the relationship among flow and satisfaction of college physical education class and psychological well-being. An analysis of 264 college students from 3 universities in D and G city revealed the following. First, flow of college physical education class had a positive influence on the satisfaction of college physical education class. Second, the flow of college physical education class did not affect the psychological well-being. Third, the flow of the college physical education class had a positive but indirect influence on the psychological well-being mediated by the satisfaction of the college physical education class. Fourth, there was a moderation effect of the leisure sport participation level on the relationship among flow and satisfaction of the college physical education class and psychological well-being.

• Journal of Korean Public Health Nursing
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• v.26 no.1
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• pp.16-27
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• 2012

Purpose: The aim of this study was to evaluate perception and satisfaction with Health Education for elementary school students in grade 5 and 6, using data on national health education gathered since March, 2009. Methods: Data were collected by way of a questionnaire, from 475 elementary school students in grades 5 and 6 from February 1~15, 2010. Statistical analysis of collected data was performed using frequency, t-test, Pearson's correlation coefficient, and hierarchical multiple regression analysis, using SPSS 18.0 software. Result: Levels of health promoting behavior, interest, importance, and satisfaction were relatively high, respectively, and those of students in grade 5 were higher than those of students in grade 6. Levels of Satisfaction with frequency and educational environment were relatively low. Among the factors found to influence satisfaction with health education, interest in health education was found to be the most influential(grade 5:${\beta}$=.279, p<.001, grade 6:${\beta}$=.306, p<.001). Conclusion: Students expressed a high level of satisfaction with regular health education. Expansion of health education frequency and health education-only-classrooms is needed. To improve the effect of health education, constant acquisition of knowledge of subjects' perception and satisfaction is needed. In addition, contents and teaching methods that showed low level of satisfaction should be reformed.