• Korean Journal of Comparative Education
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• v.27 no.4
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• pp.45-71
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• 2017

This study was designed to examine the characteristics of Chinese-foreign Cooperation in Running Schools (CFCRS) to draw implications for the introduction and management of curriculum cooperation with foreign universities. For this study, relevant literatures and articles on CFCRS were collected and analyzed. This study summarized the characteristics of CFCRS from the perspectives of the running purpose, cooperation modes, and evaluation and quality management. The results show that the main characteristics of CFCRS are to promote the comprehensive development of China's higher education and cultivate talents for imminent national development by introducing the advanced educational resources and experience, to achieve the purpose of "not studying abroad" through diversified and high-quality co-operation programs, to conduct strict quality management over the introduction and operation stages, and to establish legal grounds by establishing enough relevant policies. Based on the results, this study proposes several areas of improvement such as the introduction and operation of foreign curriculum in Korea to foster global talents, enhancement of the evaluation and management of cooperation programs and institutions with foreign universities, regulation and examination of the foreign university curriculum introduction, and normalization of the curriculum operation through the policy review process and related policies.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.2
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• pp.909-919
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• 2011

Web accessibility for information vulnerable people has been important due to the web sites are recognized as an essential tool in everyday life for information and knowledge acquisition. In addition, since Disability Discrimination Act has been enacted in 2008, the demand for human resources with skills of web accessibility has been increased. However, courses of web accessibility have yet not been provided by domestic universities. In this paper, based on the Tyler model and Instructional System Design(ISD) model, a web accessibility curriculum that can be adopted in domestic universities is developed. To this end, educational goals of web accessibility were set and web accessibility education contents and characteristics were analyzed from 423 domestic universities and 197 universities in 4 foreign countries. Finally, the curriculum was validated by accessibility experts. The suggested curriculum can be applied to web educations for universities and institutions.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.1
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• pp.73-86
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• 2012

This study has the purpose to increase the suitability for the introduction and operation of the curriculum utilizing business simulation games from university education. So we investigated about the usage in management education department of domestic and foreign universities, institutions target for enterprise level education, and giant companies such as Samsung and LG. We surveyed about the demand of it from college students at the management and engineering departments and then designed two basic course models. As research methods, literature research, on-site experts and operators interview on domestic enterprises and institutions of representative companies was conducted. We analysed the course syllabi of some domestic and about 50 foreign universities utilizing it with the literature review. Then we analysed the result of usage investigation and demand survey. According to the results, the relatively small number of universities and corporate institutions compared to U.S. were utilizing it for their training courses in short-term and partial Lab. Results are expected to be used in the training courses of business administration in universities and corporate.

• Journal of Korean Library and Information Science Society
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• v.5
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• pp.119-168
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• 1978

This is a survey of the reserved book system in the pilot universities in Korea. We have surveyed only 22 university libraries among 29 pilot schools as of 1977, because of the differences in the library users, library organization, library facilities, and library materials between universities and colleges. In 1972, the Korean Ministry of Education developed a reformation plan for their higher education based on the teaching method of curriculum-oriented faculty instead of that of the faculty-oriented curriculum. The former puts emphasis on the cultivation of a student's thinking, creativity, and judgement through self-teaching to do a given assignment. The reserved book system in a college or university library is one of the most important methods necessary to accomplish the above educational aim. The survey used a questionnaire with 50 question on 28 items concerning the various aspects of the reserved book system in 22 pilot universities. the survey result discovered many problems needing correction. The following list describes the measures needed to correct the problems found in the pilot universities. 1. The management of a centralized reserved book system is much more effective and economical than the decentralized reserved book system when a university is located on the same campus. 2. In the university library, an independent reserved book department requires to gain the desired educational aims as compared with the reserved book room controlled by any other department in the library. 3. The reserved book system should not be adopted by all the departments at once but enlarged gradually, for it needs the understanding and support of faculty members and the university itself. 4. As competence is essential to the effective operation of the reserved book room, the university library should not place an unqualified person in charge of the reserved book department. 5. The librarian in charge of the reserved book department is required to do more professional works such as analysis of users, collection and analysis of syllabuses, maintenance of faculty member cooperation, establishment of measures to acquire unavailable materials, and drawing up an effective management plan. However, he is spending most of his time in clerical works, that is, non-professional works. 6. Three to five titles of each reserved book are considered reasonable and required materials should be shelved in proportion to the number of students, that is, one copy per eight or ten students if the materials are allowed to lend for two hours at a time. For the supplementary materials, the library needs to place two or three copies per subject. 7. Professors must select reserved books with care so that they can be used year after year. 8. Few universities are asking professors the number of class students and the date when the reserved material will no longer be needed on reserve. 9. The library should gather all the lists of reserved books from every professor at least three to five months before the courses open, because it takes a long time to obtain foreign materials. 10. It is desirable that the reserved book department should collect the lists and prepare the materials with promptness and consistency. 11. Instead of block buying, it is desirable to purchase reserved books at the time the library gets the reserved book list from the professors. The library should also inform faculty members whether it obtained each reserved book or not before the course open. 12. The library should make a copy of materials if a professor requires to reserve an out-of-print book or partial contents of a book, journal, and thesis. 13. An independent budger for reserved books from the budget for general materials is desired. 14. The shelf arrangement of reserved books by courses or professors under the same department is much more preferable than a classified arrangement. 15. While most of the universities adopted the open shelves system for all the reserved books, it is more effective and economical to take a compromise system, that is, closed shelves for requires materials and open shelves for supplementary materials. 18. Circulation of reserved books needs a different system between required materials and supplementary materials: two or three hours and/or overnight loan for the former and two and/or three days loan for the latter. 17. A reserved book room should be open a long time after class so that students can have sufficient time to use the room. 18. The library must take daily and monthly statistic as well as statistics on every aspect of the reserved book system in order that the library ma decide on policy and management of the reserved book room in collaboration with the university. Furthermore, regular reports on the use of the reserved book room should be made to the president and the executive council by the library to acquire their understanding and cooperation for the reserved book system. 19. Cooperation of faculty members is indispensable to the effective management of the reserved book department and it is desirable to make a committee which will fix various decisions about the system. Whenever the director of the library make his decision, he must consult with his staff in order to involve them earnestly in the operation of the system.

• Management & Information Systems Review
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• v.23
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• pp.175-199
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• 2007

With starting of the WTO system, the environments of international trade and commerce met new aspects of affairs such as lowering of trade barriers among nations and bittering of competition among companies that transcend nation's border. In these changing environments of international trade and commerce, to accomplish high rates of export growth, it is necessary that the government and private companies have to establish new international trade and commerce policies and effective counter plans. In relation to these situations, to cultivate international trade and commerce specialist constantly who can be adapted to the situation of the times, the persons concerned with international trade and commerce education of the university must be considering the change of environments, and analyze the problems and pursue the change constantly to fulfill the needs of the society. Therefore, in this study, we investigated the changing features of the educational environments for international trade and commerce in Korea, and suggested improvement direction of education of international trade and commerce of university. We suggest that following; firstly, development of the link major, secondly, development of standardized curriculum, thirdly, enlargement of cooperation with foreign countrie's universities, and fourthly, activation of the trade incubator project.

• Journal of Practical Engineering Education
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• v.8 no.2
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• pp.129-136
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• 2016

In addition to the quantitative growth of domestic field placement, there is a growing interest in global field placement and participation of government and universities is increasing. The global field experience of university students provides students with advanced skills and experience of overseas companies as well as opportunities to acquire foreign language ability and global culture suitable for industrial needs that require global competence. Students can cultivate global mind and major practical skills so that it has the advantage of linking to overseas employment. In order to be successful global field placement, the university has to promote to participate in the company including the curriculum related to the student's major and provide comprehensive support including student safety, but the resources of the university are only limited. In this paper, we propose a method to activate global field placement in cooperation with local partner universities based on Kumoh Institute of Technology case study.

• Science of Emotion and Sensibility
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• v.20 no.1
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• pp.105-114
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• 2017

Nowadays, novel and innovative technology including 3D printers, internet of things (IoT), and wearable devices are rapidly emerging. As we must constantly keep up with the most recent trends, words like convergence, multidisciplinarity, and design revolution indeed define society today. Due to the expansion of such diverse technological, industrial, and academic convergence trends, the role of design is becoming evermore essential in development of products as well as creative services. Even the government is pushing towards a 'creative economy' by encouraging ICT convergence to create novel industries as well as advanced jobs. In order to adapt flexibly to such changes in global trends, a solid academic curriculum centered around 'ICT+Design' must be developed. In the current research, we analyzed various literature and benchmarked the major universities both domestic and foreign. Also we utilized a survey-based approach against subjects who are experts or design specialists working in environments related to industry and research. In our proposed integrated ICT+Design educational curriculum, students familiarize themselves with design perspectives and methodology to creatively carry out the course. Moreover, experts from design and ICT came together in an act of 'Radical Collaboration' in which they shared their unique 'Design Thinking' in order to promote understanding and cooperation. Furthermore, industry experts have also taken part as mentors in order to create a workplace-oriented course with various integrated projects. Most importantly, the course was designed so that in addition to research, students can really get hands-on with their ideas in the creativity-integrated workplace.