• Journal of the Korean association of regional geographers
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• v.21 no.4
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• pp.649-659
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• 2015

According to the influence of the LINC project initiated by the Ministry of Education, Science and Technology in 2011, the number of 'University-Industry Collaboration Faculty' has been sharply increased for the last five years. It is viewed that university-industry collaboration faculty have played a prime role for promoting the university-industry collaboration. However, there is a potential threat that about 70 per cents of total expense needed for maintaining the university-industry collaboration faculty system are dependent upon finances of the LINC project. There is a concern that the university-industry collaboration faculty system will be disappeared, if a university or college fails to be selected in the LINC project or the government decides to suspend the LINC project. In order to grasp the realities and policy alternatives on the university-industry collaboration faculty system, this paper conducts a literature survey, a questionnaire survey, the in-depth interviews with experts and the persons concerned. Based on the results of the survey, we suggest policy implications in terms of legal, financial and structural dimensions.

• Journal of agricultural medicine and community health
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• v.47 no.4
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• pp.275-282
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• 2022

Objective: This study intends to analyze the performance of LINC+ program for three years of the dental hygiene department at Ulsan college and to present the direction for the operation of the LINC 3.0 project to be conducted for 6 years. Methods: A survey was conducted on 87 human resources officers participating in the LINC+ project of dental hygiene department from July 2021 to August 30, 2021, and the IBM SPSS Statistics 24.0 program was used for data analysis. Results: In terms of the suitability of the curriculum, operation of clinical practice averaged 4.82 points and omnibus courses averaged 4.77 points, and it was identified that OJT course, clinical practice, and educational environment make effects on job adaptation period, education and training period, and the reduction of education and training costs(p<0.05). Conclusion: In order to produce graduates who are highly adaptable in the field, participation of industries in the development and operation of the curriculum must be expanded and jointly operated, and it was possible to confirm the importance of the same educational environment as the industry to shorten the job adjustment period.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.7
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• pp.175-183
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• 2017

In this study, the LINC project is finished and a new LINC+ has begun. For the settlement of mutual cooperation in universities and corporations, the main agenda of LINC+ project, this research attempts to find factors that are important to industries rather than the measurement of performance closely related to universities. From the companies' perspective, it is not easy to measure how much they are benefiting from mutual cooperation, although there are quantitative performance determinants such as sales, employment and export growth. Therefore, while estimating the satisfaction of industrial-educational cooperation and simultaneously estimating the satisfaction's effect to the development of companies, we try to estimate the contribution of satisfaction towards company development through subjective indicators. Through these efforts, we will raise the credibility of government policies through the cultivation of talented individuals who are customized to the industry through the cultivation of "Industry-Leading Universities" that we intend to pursue through the implementation of LINC+ business, and small and medium enterprises. Innovative support and the cooperation of industry-universities will increase job creation and ensure consistent industry. We will contribute to the mutual development of universities and industries.

• The Journal of the Korea Contents Association
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• v.20 no.12
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• pp.322-331
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• 2020

The purpose of this study was to investigate the relationship between the factors of cooking practice education environment, educational satisfaction, and preparatory behavior according to the social customized LINC+ fostering project. The study conducted a questionnaire survey using convenience sampling and analyzed using SPSS21.0. As a result of the analysis, first, it was found that there were significant influences on educational programs, teaching ability, and cooking facilities, which are sub-factors of the cooking practice environment. Second, it was found that it had a significant effect on educational satisfaction and job preparation behavior. Third, it was found that it had a significant effect on the educational program and teacher ability, which are sub-factors of the cooking practice education environment. Lastly, through the results of the research, it is expected to provide basic data on policy, education environment, employment, and satisfaction in carrying out financial support projects in related majors. It is intended to provide evidence and implications.

• Computational Structural Engineering
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• v.32 no.2
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• pp.6-10
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• 2019

• Journal of Digital Convergence
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• v.14 no.11
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• pp.13-26
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• 2016

in order to measure business performance against the programs supporting enterprises proceeding with LINC project, we have evaluated and checked satisfaction and effectiveness of the supporting programs to the extent that how well people recognize its significance and the related influence factors. For doing this, we have utilized questionnaire method and analyzed the research models and hypothesis in accordance with the variables and then verified the hypothesis. Based on the analysis, the satisfaction and effectiveness of the supporting programs was significant, resulting that the better administration system of the colleges and the enterprises participating in the programs, the higher satisfaction. According to this study, the result of the research showed that the degree of participation in the supporting program and the administration system of the colleges are the key converged influence factors to its satisfaction and effectiveness. However, so far, we have only focused on the questionnaire measuring the effectiveness. From next time on, we insist that we have to continually conduct more precise research which analyzes revenues of the participating enterprises.

• Journal of Engineering Education Research
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• v.26 no.1
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• pp.20-26
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• 2023

In this study, as a competency strengthening program to support learner-centered education, we developed the 'Capstone-design competency Program' for the purpose of cultivating the 4C skills and problem-solving ability required as core competencies of the 21st century. The program was based on the project method, and strategies were derived and materialized for each step through core competency analysis. Then, the validity was confirmed through the implementation of the program. As a result of the implementation of the program, it was confirmed that this program was effective in cultivating the core competencies of college students. In addition, it was confirmed that learners showed results such as specific reflection on core competencies, changes in perspective, and action plans, so that the possibility of actual application was high.

• Journal of the Economic Geographical Society of Korea
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• v.22 no.1
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• pp.96-109
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• 2019

As the role of universities as a civic university contributing to regional development has been emphasized, industry-academic cooperation projects are increasingly focused on quadruple helix interactions of university, government, business and civic society. Drawing upon focus group interviews, we divided place-based industry-academic cooperation projects into four different types and stages of development, according to two indicators of network participation and network strength. Although the proportion of projects that were in the early stages of development was overwhelmingly high, some universities developed a close cooperative system with the local community to enhance the effectiveness of the industry-academic cooperation projects and to implement them in an advanced stage. These findings suggest that the LINC+ project, which has been criticized for its policy effectiveness, will not only contribute to enhancing policy effectiveness through place-based projects but also enhance the role of universities as the main body of regional innovation.

• Journal of Convergence for Information Technology
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• v.12 no.3
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• pp.186-192
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• 2022

This study investigated 110 contractual industries to identify the effects of curriculum development and educational environment improvement through Ulsan College LINC+ Program on job education and training. As a result of the study, core competency and job competency were 5.73 points each in field practice and educational environment, and job performance was significant with OJT 5.58 points and 5.74 points for educational environment(p<0.05). The relationship between suitability of the curriculum, educational environment, and recruitment performance was significant with 5.73 points for OJT, 5.74 points for field training during the education and training period, and 5.79 points for educational environment, and job reeducation/training expense was significant with 5.73 points for OJT and 5.79 points for educational environment(p<0.05). Also, students who completed the LINC+business curriculum shortened their job period by 1 to 6 months in 86.3% of the respondents, and responded that the education expense for new employees was reduced. Therefore, it was identified that the LINC+ Program of Ulsan College has the effect of shortening the job adaptation period and reducing education expenses for new employees by operating the curriculum reflecting the needs of the industry and improving the same educational environment as the industrial field.

• Journal of Practical Engineering Education
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• v.16 no.3_spc
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• pp.309-325
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• 2024

The purpose of this study was to develop self-evaluation criteria for objective verification and performance analysis of LINC 3.0. To achieve this goal, evaluation indicators in the fields of human resources development and skill development and commercialization were developed and their validity was verified. We investigated previous evaluation-related studies and similar cases to construct an evaluation model and system and develop indicators. The validity of the developed evaluation indicators was secured through two round Delphi surveys. As a result of the research, LINC 3.0 evaluation indicators can be divided into the field of human resources development and skill development and commercialization. A total of 66 evaluation indicators were developed. CIPP in the field of human resources development was developed with 13 categories and 38 evaluation indicators, and CIPP in the field of skill development and commercialization was developed with 12 categories and 28 evaluation indicators. The significance of this study is that it suggests a way to increase the objective verification and validity of the university industry-academia cooperation model by developing self-evaluation indicators for the LINC 3.0 project. The evaluation indicators developed in the research need to be continuously upgraded based on field usability, and it is necessary to improve the quality and competitiveness of university education by sharing and spreading excellent affairs.