• Journal of Information Technology Applications and Management
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• v.26 no.3
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• pp.61-80
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• 2019

The cooperation between universities and industries is already one of the most important factors driving the national economy in the knowledge-based society of the 21st century represented by the Fourth Industrial Revolution. The Korean government has also been carrying out legal and institutional re-adjustments to promote industrial-university cooperation in line with demands for such changes in the times. However, despite this industry-academic cooperation system, there is still a significant mismatch between industrial demand and the university's workforce development system. By the way, there is a Cooperative Education(CO-OP) in Canada and the United States. It's an innovative link between the university and the industry. The reason is that the CO-OP program not only allows students to gain experience with their majors in the industrial field, but also plays a positive role in improving their specialty expertise. In particular, field information, ideas, and job insights that students acquire through CO-OP also serve as motivation for starting a business beyond employment after graduation. Furthermore, CO-OP experience is an important opportunity for future researchers to come up with commercialized research results that are not separated from the field sites The purpose of this study is to overcome the gap between industrial demand and the college manpower training system, and develop a Korean-style coaching program model as a growth engine for creative talent-building policies, represented by 'creation of start-ups and new industry.' In addition, this study suggested measures that can be applied in real universities. In addition, the study also highlighted that the introduction of CO-OP programs with field practices in Korea could also boost start-ups. Based on the Korean CO-OP program model, the curricula applicable to domestic universities consisted of two types : general and research-oriented university types.

• Journal of Engineering Education Research
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• v.11 no.4
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• pp.76-93
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• 2008

Co-operative (Co-op) education is a college program that integrates classroom studies with paid, productive and real-life work experience. A mandatory Co-op program for the degree is introduced with a sample curriculum from the Mechanical Engineering program at University of the Pacific. The mandatory Co-op program requires a minimum of 7 months of work experience with the option of pursuing a 12 month program. Students also have the opportunity of participating in an Engineering Industry Fellowship (EIF) program or an International Engineering Co-op program (IECP). University of the Pacific has engineering programs in Bio-Engineering, Civil Engineering, Computer Engineering, Electrical Engineering, Engineering Management, Engineering Physics, and Mechanical Engineering. All the programs are ABET-accredited except the Bio-Engineering program, which is relatively new. The Co-op employers evaluate the Co-op students at the end of the working period before returning to school, and the students also provide an evaluation of their Co-op experience. Co-op employer evaluations of student work are used in ABET assessment methods developed by the Mechanical Engineering program at University of the Pacific.

• The Journal of Korean Institute for Practical Engineering Education
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• v.3 no.2
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• pp.128-135
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• 2011

In this paper, we will introduce IPP (Industry Professional Practice) model which is a unique Korean long-term co-op (co-operative) education model developed and will be implemented by Korea Tech. IPP model is designed to make up for the weak points of the existing short-term job training system and to fit Korean educational environment by benchmarking North America co-op model that has 100 years of history, and it will be supported by the Korean government (Ministry of Employment and Labor) unlike other existing co-op systems in Korea. In order to be a successful IPP program, it is required of companies' active participation to this program with open mind, and university's investment on IPP infrastructure such as concrete academic system design and IPP center, etc.

• Communications of Mathematical Education
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• v.19 no.4 s.24
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• pp.649-670
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• 2005

The university mathematics education has been in a crisis during the last 10 years. In recent years, the crisis is rapidly amplified with a science-engineering student resource downsizing. In korea, government and industry have intervent several supporting policies to treat the mathematics-science-engineering crisis in university education. In this article, policies and its contents about human reasource development, industry-university co-ops, national skills standards are presented in context of university mathematics education.

• Journal of the Korean association of regional geographers
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• v.21 no.4
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• pp.639-648
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• 2015

There is a growing interest in Co-operative education as an important way of university-industry collaborations for improving employment competitiveness, recruiting talented human resource, and promoting university-industry collaborations. In this study, we recognize that the paradigm of professional practice have to be changed from internship to Co-operative education. This paper examines the characteristics of Co-operative education in a regional public university through a case study of Central Washington University(CWU), USA. The results of the study and policy implications are as follows. First, the professional practice program of CWU is centered upon Co-operative education and has a high local and regional connectivity in terms of location of institutions that students work for professional practices. Second, the professional practice program of CWU has a high connectivity between majors and jobs, and is characterized by an active participation of students majoring in humanities, social sciences, arts and education. Third, the qualifications of Co-operative education are strict, but programs of Co-operative education are flexibly operated according to the characteristics of departments and colleges. We emphasize that universities in Korea need to focus upon the employment connectivity, the major connectivity, the local and regional connectivity, Therefore, when attempting to introduce Co-operative education. In addition, the management and governance of Co-operative education should be flexible.

• Korean Journal of Computational Design and Engineering
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• v.13 no.5
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• pp.362-371
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• 2008

Generally, a PLM education program in university consists of lectures of theory, software lab and software development raining as an advanced subject. Most industries want more than these, such as practical problem solving capabilities, teamwork skills and engineering communications including human relationship, rhetoric, technical writing, presentation and etc. Problem-Based Learning is a problem-stimulated and student-centered teaming method, and an innovative education strategy for collaborative and self-directed learning by applying real world problems. Education paradigm changes from "teaching" to "learning" accomplished by team working, and students are encouraged to develop, present, explain and defense their ideas, suggestions or solutions of a problem, and the "cooperative teaming" proceeds spontaneously during team operations. Co-operative education program is an into-grated academic model and a structured educational program combining classroom learning with productive work experience in a field related to a student's academic or career goals. Based on the partnership between academic institutions and industries, students are engaged in real and productive "work" in the industry, in contrast with merely observing. In this paper, PBL with Co-op program is suggested as an effective approach for PLM education, and we made and operated a PBL-based education course with industry co-op program. The Co-op education in industry accompanied with the PBL course in university can improve practical problem solving capabilities of students, including modeling and management of P3R(Product, Process, resource and Plant) using commercial PLM software tools. By the result, we found this to be an effective strategy for helping students, professors and industries succeed in engineering education, especially PLM area.

• The Journal of Korean Institute for Practical Engineering Education
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• v.5 no.1
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• pp.73-79
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• 2013

This paper presents several case studies of asian colleges's co-op program for successful operation of KOREATECH IPP(Industry Professional Practice) program. The IPP program is a new educational model that combines academic study and industrial work through university-industry cooperation. The IPP experience will lead the university graduates to improve their employment competencies and will be a key to solve the problems of the labor mismatch between university and industry. We will discuss and analyze the strengths and the weaknesses of the Co-op programs of the Kyoto sangyo university, the Hong Kong polytechnic university and the suranaree university in thailand. Based on these case studies, we summarized several benchmarking points for the successful operation of IPP program.

• Journal of Engineering Education Research
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• v.19 no.2
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• pp.97-101
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• 2016

This paper examines the industry field training education model, analyze the operational status proposed improvement measures. Data were analyzed using a field training participating students participating industry last three years. On the other hand analysis field training participating students increased, industry participation has decreased. And most of the students took part in the seasonal short-term job training. In addition, it was difficult to analyze the employment status field training operations follow-up member. In this paper, a field training operations support system management models and practical training courses organized field trips how to improve. Field training operations support will be strengthened through the work associated with the company expanding participation model introduced and is expected to increase in the long-term practical training, students participate in field training system improvement. Run the job training Improvement in future research presented in this paper attempts to analyze the students' employment status and results of operations involved.

• Journal of Engineering Education Research
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• v.13 no.6
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• pp.49-56
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• 2010

In this study, we investigated the perception difference of industrial managers and engineering faculties in the engineering education, and searched for a rational solution to resolve this perception differences. Both engineering faculties and industrial managers place strong emphasis on practical training, but they showed a significant difference in addressing the issues on the graduates of engineering education have. This different perceptions are occurred since the industrial managers prefer "the instant(or ready-made) human resource type", the ones to put to work right away whereas professors prefer the ones with the strong basic knowledge, "the potential human resource type", who may in the long run contribute to the development of the industry. We believe Finland Helsinki Engineering School's co-op course and Pennsylvania State University's Capstone Design Education are the good examples of nurturing "practical" human resource although both programs are conducted in very different imaginative ways.

• Food Science and Preservation
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• v.20 no.5
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• pp.602-607
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• 2013

Correct packaging enables processors to pack fresh produce and extend its shelf life. This study was carried out to investigate the effect of different packaging materials on the weight loss, pH, $O_2$, $CO_2$ and sensory characteristics of soybean sprouts during their storage at $5^{\circ}C$ for seven days. Soybean sprouts ($320{\pm}20g$) were packaged with oriented polypropylene (OPP) and cast polypropylene (CPP) films, respectively. The $O_2$ transmission rate of the packaging materials was set to have a control of $10,000cc/m^2$.day.atm, and an OP15 and CP15 with $15,000cc/m^2$.day.atm through a pre-screening test. The average weight loss of the soybean sprouts during their storage was less than 10%, and that of the soybean sprouts with a CPP film was higher than that of the OPP film. The pH of the soybean sprouts increased during their storage regardless of their packaging materials; but compared to the pH of the soybean sprouts packaged with OPP, those packaged with CPP were higher. The $CO_2$ content of the packaging increased with a decrease in the $O_2$ content. The ratio of $CO_2$ to $O_2$ in the soybean sprouts with the OPP film was 3.5 times higher than in the soybean sprouts with the CPP film. The results of the overall sensory test showed that the marketability of the soybean sprouts packaged with OPP film and stored at $5^{\circ}C$ seemed to have been maintained effectively for six days (at a $15,000cc/m^2$.day.atm $O_2$ transmission rate). When the correlation coefficients of the control, OP15 and CP15 were analyzed, the highest correlation was shown between a control and OP15 (0.986; p<0.01).