• The Journal of Society for e-Business Studies
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• v.7 no.2
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• pp.97-111
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• 2002

E-business curriculum needs to be developed reflecting requirements of the industry which involve a close relation with a job performed in the field, and a professional knowledge and an expert skill. In this paper, we present a method based on a market-oriented approach for developing an I-business curriculum. For the purpose, we analyze the opinion data resulting from the surveyed opinions of respondents working for I-business companies and evaluate the importance of each course being involved in the curriculum with respect to the job classification (e.g., Web planner, Web master, Web programmer, Web marketer, Web designer, Web PD), and then, complete a flow diagram considering precedence and relative difficulty among the selected courses. The E-business curriculum developed by the proposed method is useful to provide guidelines for determining courses required toward a desired job and for making a partial amendment of the curriculum.

• The Korean Journal of Emergency Medical Services
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• v.19 no.2
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• pp.83-97
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• 2015

Purpose: Although appointed as a national competency standards (NCS) based reserves department, the department of emergency medical technology, an NCS-based emergency department, is mainly focused on subject deduction for a NCS-based curriculum. Methods: Job models were formed and verified by combining the competency unit of NCS and the duty of Developing a curriculum (DACUM) based on the development procedure indicated in the guidelines for a NCS-based curriculum. The mapping method of the subject was performed by deducting necessary competency units (duty) and competency unit elements (task) by connecting with the composition items of NCS and DACUM. Results: Job models combined with job analysis for the NCS and DACUM were reduced to 13 competency units (duty) and 79 competency unit elements (task). A modified method such as the 1:N method was mainly applied as a subject-matching method with consideration of the competency level and size of the competency unit. Conclusion: It would be a desirable direction to develop a NCS-based curriculum in the center of the practice subject in consideration of the size of the competency unit and competency level of the competency unit element. The existing curriculum should be promoted as a field-oriented curriculum at the complementary level.

• Journal of dental hygiene science
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• v.22 no.2
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• pp.126-129
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• 2022

Background: The problem with current dental hygienist education is that it operates as an education system based on the national examination rather than on a practical basis; thus, graduates have difficulties in practice after obtaining their license. This study aimed to propose a job-oriented curriculum by analyzing the links between the task analysis of Korean dental hygienists and dental hygiene learning goals. Methods: This study performed a relationship analysis based on a second job analysis study of dental hygienists conducted by the Korea Health Personnel Licensing Examination Institute and the learning goals of the Korean Dental Hygiene Faculty Association. Results: Based on the links between the task and learning goals of the dental hygienist, they were classified into six types: 1) tasks listed in the license exam and learning goal, 2) tasks not listed in the license exam but listed in learning goals, 3) tasks not listed in learning goals, 4) learning goals not related to tasks, 5) learning goals listed in a few tasks, and 6) tasks related to several learning goals. The results showed that most of them correspond to the 5th classification, followed by the 3rd and 4th categories, which are mostly basic science learning goals. Tasks without learning goals are not included in the curriculum; thus, the curriculum needs to be supplemented. The overlapping learning goals of several subjects for one job skill must be reduced in job-oriented education. Conclusion: We suggest that the dental hygiene curriculum be developed based on task analysis and reflected in the national dental hygienist exam. The clinical practice performance of dental hygienists will take further leap forward through task-oriented education.

• Journal of the Institute of Electronics Engineers of Korea TE
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• v.37 no.4
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• pp.27-34
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• 2000

A curriculum-building model is presented to achieve a work based curriculum development. It includes a job analysis method called DACUM(Developing A Curriculum) which is designed to accept various requirements of industrial fields fast and faithfully. The model is applied to design our curriculum. By analysis, it is shown that the new curriculum includes some new practical classes, and/or that new practical contents are included even in old classes.

• Journal of Society of Preventive Korean Medicine
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• v.15 no.3
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• pp.101-114
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• 2011

The purpose of this study was to analyze of Hospital Coordinator based on the DACUM(Developing A Curriculum) method. The contents of this study were to extract the duties, tasks consisting of job of Hospital Coordinator and to investigate levels of importance, difficulty, frequency and entry level on each task, and to make out a job model of Hospital coordinator. A DACUM committee was composed to analyze job of Hospital Coordinator and the committee members were total 17, a facilitator, 15 hospital administrator and a recorder. The major findings of this study were as the followings ; first, duties in job of Hospital Coordinator were total 10, which were organization of Hospital Coordinator affairs, customerfacing services, consultation support, customer counsel, customer management, financial management, medical service planning, medical service marketing, organizational management, image making management, and self-development. And total tasks in job of Hospital coordinator were 76. Second, the tasks which were important, difficult, frequent and essential in entry step of occupation were counseling before consultation, explaining treatment plan after consultation, checking progress of consultation, answering teleconsultation, and finding out customer's consultation information. Third, a job model of Hospital Coordinator was constructed based on the results of DACUM job analysis.

• The Korean Journal of Health Service Management
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• v.8 no.3
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• pp.113-124
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• 2014

This study was the development of job-based curriculum present the basic data for the 207 people surveyed dental hygienists in clinical analysis. The data was analysed with frequency, t-test and one-way anova using the spss 20.0 windows. Person of preventive dental treatment in main duty was significantly highest than among others. In conclusion, the dental hygienist will perform the most medical support services, However the main duties of dental hygienists to perform preventive dental treatment for major help when the highest degree. Among oral hygiene management duty-related subjects showed the most helpful. Therefore dental hygiene curriculum to train dental hygienist should be organized to help with job performance in the field of clinical activities.

• Korean Institute of Interior Design Journal
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• no.3
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• pp.58-63
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• 1994

As following four steps, we can make a development about Model-Curriculum of Interior Architecture by an approach of occupational cluster in a College. Step. 1.Selecting of an occupational cluster in which students want to get a job. Step 2. Abstracting and analyzing about occupation , job and task of occupational cluster. Step.3. Selecting of courses by the systematization of occupation, job and task. Step.4. Selecting the goals of instruction in Interior Architecture. Through the above steps, the change of occupation has been promoted among occupational cluster by the development of curriculum based on the planning of Interior Architecture which has the widest range of job and task.

• Korean Medical Education Review
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• v.15 no.1
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• pp.9-18
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• 2013

An outcome-based curriculum is perceived to be one alternative educational approach in medical education. Nonetheless, it is difficult for curriculum developers to convert from traditional curriculum to an outcome-based curriculum because research documenting its development process is rare. Therefore, this study aims to introduce the development process and method of outcome-based curriculum. For the purpose of this study, we used diverse data analyses, such as an existing literature search, development model analysis, and case analysis. We identified five phases from the analysis. First, the curriculum developers analyze the physician's job or a high performer in a medical situation. Second, curriculum developers extract outcomes and competencies through developing a curriculum, affinity diagraming, and critical incident interviews. Third, curriculum developers determine the proficiency levels of each outcome and competency evaluation methods. Fourth, curriculum developers conduct curriculum mapping with outcomes and competencies. Fifth, curriculum developers develop an educational system. Also, it is important to develop an assessment system for the curriculum implementation in the process of developing the outcome-based curriculum. An outcome-based curriculum influences all the people concerned with education in a medical school including the professors, students, and administrative staff members. Therefore, curriculum developers should consider not only performance assessment tools for the students but also assessment indicators for checking curriculum implementation and managing curriculum quality.

• 대한공업교육학회지
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• v.41 no.2
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• pp.69-88
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• 2016

The study tried to investigate perception of the importance and educational needs of job performance competency of National Competency Standards based vocational education curriculum in technical specialized high schools and meister high schools. For this, the survey was conducted targeting 269 specialty subject teachers in technical specialized high schools and meister high schools. And the results are as follow: First, job performance competency were divided into 5 categories(curriculum guidance, school life guidance, class management, extraordinary activities and administrative duties) and 34 sub-categories. Second, higher importance values were curriculum guidance, extraordinary activities and school life guidance. Higher educational needs values were curriculum guidance, extraordinary activities and administrative duties in categories. Third, higher importance values were construction and reconstruction of NCS learning modules, organization and manage of NCS based vocational education curriculum, guide of the new laws and employment, student records manage, research activities of NCS, hands-on-background training, NCS projects in sub-categories. Fourth, the results show that the NCS experienced teachers more highly evaluated the importance and educational needs of the job performance competency than the NCS inexperienced teachers did.

• The Research Journal of the Costume Culture
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• v.28 no.4
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• pp.527-543
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• 2020

The aim of this study is develop a state-funded education and training curriculum to contribute to the development of the fashion industry infrastructure. This will be achieved based on the service sector by the competitive clothing sales personnel and fashion startups. The study was conducted using a qualitative research method. The participants were 20 representatives of fashion-related companies and employees from one traditional market and two fashion outlets in Seogu, Gwangju. Data was collected from September 2015 to January 2017 by demand surveys and in-depth interviews. These were conducted on the same day at each clothing store office. In addition, existing literature was also reviewed. The collected data were first summarized into 64 meaning units from which three themes were derived by arranging, classifying, and analyzing the data. The findings of the study are as follows. First, the education and training curriculum for fashion job creation is aimed at job-oriented field-types with the objective of cultivating professional skills for online to offline fashion professionals. Second, the curriculum for fashion advisors was developed to consisted of 8 courses of 150 hours, including job knowledge, a foreign language, fashion-specific knowledge, fashion marketing & VMD, store management know-how, clothing repair, field trip, and internship. Third, the curriculum for fashion entrepreneurs consisted of 8 courses of 106 hours, including entrepreneurship, fashion practice, startup, field trip, finance & taxation accounting, marketing, social enterprise course, and internship.