• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.10
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• pp.361-367
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• 2018

This study was conducted to survey 1,067 adult learners who are attending lifelong education center in universities in Seoul, Gyeonggi-do, and Chungcheongnam-do in order to understand educational satisfaction and its effects factors. Educational satisfaction is composed the following factors: overall satisfaction, instructor, education contents, education methods, educational facilities and environment, and staff service. Also, we had a conditional factor in educational satisfaction for this survey; for example, the analysis of correlation at the education satisfaction variables between age, region, and gender. The key study results are as follows. First, the overall educational satisfaction was higher than the level of averages in the lifelong institute of the universities. Second, the highest factor was the satisfaction at the adult learners which is instructors in their curriculums among various factors; however, the staff service was the lowest. The third, the main variables influencing educational satisfaction were instructors, education contents, and facilities and environments of the institutes. To be specific, the explanatory power of these three variables was about 36 percent of the total effects on the satisfaction of education. Therefore, the implication for managing the lifelong education institutes for the adult learners are that the institutes and universities should have a priority in these areas: instructors, education contents, and facilities and environments.

• World Technopolis Review
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• v.5 no.2
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• pp.108-118
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• 2016

There are very few studies on governance structure for the collaboration between HEIs and science and technology parks until today. Major activities between science parks and HEIs are R&D activities, collaborative researches, technology transfer, space provision for BIs and Technology BIs in the science parks, provision of technical, legal and financial services for start-ups and venture firms. Governance structure for the collaboration of high education institutes with science and technology parks is the handling of complexity and management of dynamic flows of collaboration between two groups. Three models on the governance structure for the collaboration are suggested in this study. The first model is a governance structure that links R&D system such as universities, public research institutes and private research institutes with industrial production cluster such as a group of companies and industrial parks. The second model is a governance structure that has four layers of hierarchy. This hierarchical governance model is composed of four levels of organizations such as central government, three actors, one center for collaboration and many individual research performers. The third model is a governance structure that networks all the stakeholders horizontally. Under this structure, governance is conducted by the network members with no separate and unique governance entity.

• The Journal of Korean Institute for Practical Engineering Education
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• v.3 no.2
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• pp.158-165
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• 2011

The purpose of this study is to develop competency model in preparation for training programs for CEO of vocational training institutes in terms of needs assessment. This study collected data from 230 public and designated vocational training institutes including commercial learning facilities and life-long training centers using questionnaire by web mail. The frame of assessing training needs of competency applied to this study was based on the model with three components, namely importance, proficiency and learning desires of job skill and task needed to CEO of vocational training institutes. The methodologies of this study used were survey, FGI and case study. The major results proved that the higher priorities of training needs for vocational training institute CEO competency were as followings: (1) Competency for attaining talent of training teachers (2) Needs assessing competency for labor market change and trainee (3) Problem solving competency (4) Leadership skills and so on.

• Korean Journal of Human Ecology
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• v.10 no.2
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• pp.153-163
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• 2001

The purpose of this study was to find the relationship between the leadership type of the chief and the occupational satisfaction of a teacher as well as the desirable type to fullfill the educational purpose of pre-school institutes. The subject of this study were 191 teachers in private pre-school institutes. Halpin's "Leadership Behavior Description Questionnaire" and Paula Jorde Bloom(1989)'s "Early Childhood Job Satisfaction Survey" have been modified and used for this study. The results are as follows: First, the leadership types of the chief teacher is recognizing can be classified into effective leadership, initiating structure, consideration, and ineffective leadership. Second, in regard to the occupational satisfaction of teachers they are satisfied with occupation itself and relationship between people rather than pay, social stability, and the environment of working. Third, the relationship between the leadership types of the chief and the occupational satisfaction shows the meaningful difference and consideration among the leadership types indicates the higher satisfaction of teachers. On the other hand, the type of ineffective leadership shows the lower satisfaction. As a result, the type of leadership of consideration contributes to the satisfaction rather than the types of leadership such as effective, ineffective, and initiating structure.

• Journal of the Korean Dietetic Association
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• v.27 no.1
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• pp.15-25
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• 2021

This study sought to analyze the need for nutritional education to enhance the selection of desirable foods by adolescents. A total of 480 high school students in Incheon were surveyed and their responses were analyzed for the recognition of nutrition labeling and their consumption of processed foods and snacks. Almost all the students (93.1%) recognized nutrition labeling, but 54.6% rarely checked the nutrition labeling. The nutrients recognized as important in the nutrition label of processed foods were total fat/saturated fat/trans fat (3.75 out of 5), calories (3.68), and sodium (3.67) in that order. The recognition of the importance of calories was significantly higher in female students compared to male students (3.78 vs. 3.58, P<0.05). The information identified as important were the date of manufacture and expiration (4.21 out of 5), price (4.14), and the nutrition label (3.15). The preference for processed foods was highest in the order of beverages (4.03 out of 5), noodles (4.02), and frozen desserts (3.97), and the preference of females for processed foods was significantly higher than males (P<0.001). The time when snacks were most frequently consumed were before going to the academy (21.0%), after school (19.4%), and after attending private institutes (15.0%). The main reasons for using processed foods as snacks were taste (44.4%), 'no time to eat a meal' (26.4%), and low price (17.7%). In conclusion, while students mostly recognized nutrition labeling, the actual usage rate was low, and snacks were selected and consumed instead of meals for reasons such as attending academic institutes after school. Thus, to encourage the choice of proper processed foods and snacks for adolescents, practical nutrition education using nutrition labeling is needed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.4
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• pp.235-241
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• 2017

This study investigated the performance factors for entry into the labor market of 4 - year college graduates using KEEP data and to determine how the labor market performance is related to the training institutions. The labor market performance is termed as 1) labor market entry time, 2) employment type, and 3) wage. Correspondence analysis was carried out with a nominal variable indicating the characteristics of a training institute, in which the respondents were trained for employment, and the relationship between the two was expressed in a more visible way. First, as a result of analyzing the first job transition period, the shortest training institutes were analyzed as public institutes, followed by private institutes and universities. Second, the employment rate of the public institutions is higher than that of private institutes and universities. Second, the employment rate of public institutions is higher than that of private institutes and universities. Third, the wage level of public institutes ranged from wage level 1 to 3, while private institutes had a wage level ranging from 2 to 4. Universities showed a wide range from 1 to 5. Based on these results, this study can analyze the difference in the labor market performance by training institutions when young people enter society.

• Journal of Engineering Education Research
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• v.14 no.5
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• pp.75-82
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• 2011

The Emergence of german mechanical engineer group is related to the development of polytechnical schools which were founded by the german state governments. Following the model of vienna polytechnical schools, the german polytechnical schools aimed also to educate engineers for private industries. For this purpose, the practices and workshop experiences were more emphasized than the theoretical education. With the further industrialization, the demand for higher educated engineers grew, and the level of theories taught in the polytechnical schools approached to that of university. On the base of mathematicalization of technical and mechanical knowledge, the professors of polytechnical schools succeeded in the establishment of Technische Hochschule which ranked as university. The german mechanical engineers could differentiate themselves from the traditional technicians with the establishment of polytech schools and Technische Hochschule.

• International conference on construction engineering and project management
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• 2022.06a
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• pp.476-483
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• 2022

The novel coronavirus pandemic has had a significant impact on society and everyday life. The pandemic imposed a global shutdown leading to many challenges such as the suspension of academic programs at universities. The result of this suspension contributed to the rapid overnight migration of educational activities from traditional face-to-face learning to a virtual environment which until then was unfamiliar to both instructors and students. This study identified the experiences faced by built environment higher education instructors in KwaZulu-Natal, South Africa during this sudden switch to online teaching and learning. This pilot study employed a quantitative research approach to survey instructor experiences on online teaching and learning during a global pandemic. The data was computed and analyzed using IBM Statistical Package for Social Sciences (SPSS) version 27. Descriptive statistics were used to analyze the data collected. The study sample comprised of 20 higher education instructors in the region of the KwaZulu Natal province in South Africa. Findings from the study revealed that instructors faced adaptive challenges with rapidly having to redesign and remodel the mode of academic course delivery and assessments to suit an online platform. Additionally, instructors observed that students faced technological challenges such as connectivity and navigating the online learning management system platforms. The challenges identified by instructors and students can be effectively transformed to opportunities for future learning under the 'new normal'.

• World Technopolis Review
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• v.2 no.2
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• pp.96-108
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• 2013

Egypt has been known as the light house of science and innovation not only in the Middle East but to the world across ages. Recently, there have been many ups and downs that positioned Egypt in a lower rank that it actually deserves according to its long history. This review entitles the current condition of science, technology and innovation in Egypt and the consequent setting up of best practices of science and technology parks (STPs) experiences. Egypt's science, technology and innovation (STI) system is highly centralized and dominated by the public sector, with R&D happening mostly in state-run universities and research centers supervised by the Ministry of Higher Education and Ministry of Scientific Research. R&D indicators state that Egypt ranking is 40th worldwide for the published articles (around 10,000 papers in 2011), while the numbers of issued patents (350 local and 50 international in 2011) is still far beyond expected. STPs in Egypt are addressed in this review by three examples; smart village in Cairo, Investment zone in Borg El-Arab City and Technology Valley in Ismailia. The three models are discussed in details and a suggested road map for developing more STPs is estimated.

• The Korean Journal of Community Living Science
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• v.16 no.1
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• pp.37-47
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• 2005

Education has been emphasized as one of tools of realizing social equality, which has its base on the ideology of equal education opportunity. The Opportunity level of adult education is important in the meaning of social equality. but these days It is being inequality. so The objectives of this study were 1) measuring the opportunity level of adult education in Korea, 2) analysing the difference adult education level by gender, regions, 3) making out the gap of the its level by social educational agencies, 4) to suggest the way to improve the opportunity level of adults educations between adults by gender, regions. The followings are the results from the study: Adult education participation level were lower. Adult education participation level per adult education type showed higher participation at private institutes, lower at cultural center of community and school's human and material resources are not properly utilized in adult educational activities. By adult education participation level per gender and location, women have a higher participation level then men, and urban areas have a higher participation level then rural areas. In case of location, environment variables is most explanatory in adult education participation level. To strive for methods to activate school-oriented adult education activities and to develop political solution to ease the resources gaps for adult education investment among regions in order not to deepen environment gaps of adult education between urban and rural areas. For adult education activation, institution and bodies in charge of adult education should expand and discover hardware and develop and distribute software. Also, adult education specialists who operate and manage these hardware and sofeware efficiently should be recruited.