• Journal of Korean Academy of Nursing
• /
• v.8 no.1
• /
• pp.111-130
• /
• 1978

This study of nurse educator's attitudes which found aspects of professional nursing was carried out from September 10 to 30, 1977. Subjects were 205 respondents from a total population of 314 nurse educators from the level of instructors to professors in all the diploma (post high school 3 year), professional junior college (3 year level) and university (4 year) nursing schools in Korea. Specific objectives were to determine their attitudes about the 1. social position of nursing as a profession, 2. nurses attitudes towards their word, 3. factors influencing the development of nursing, 4. the future of nursing, 5. nursing educational problems, 6. their own educational position's intrinsic job satisfaction and 7. their salary and benefits. The instrument used was a questionnaire developed from consultations with nursing educators and sociologists, and based on earlier. worts by Burke (1976), Mason (1974) and Hong 1969. Data were analysis by computer using one-way analysis. Statistically significant findings included the following; 1. Responses were positive toward all seven aspects of professional nursing. 2. Compared to diploma nursing school staff whose responses were positive, professional and university school faculty response toward the social position of nursing were neutral. 3. Faculty with clinical experience of 10 to 19 years were most positive in their responses about nurses' attitudes towards their work. In all three types of schools, in comparison to professors, associate professors' responses were more positive about nurses' attitudes toward their work. Faculty with longer clinical experience expressed high agreement with statements about factors which influence the development of nursing. Without any differences between school, all faculty had positive attitudes towards the future of nursing, the younger the staff member, the more positive were the responses. 4. faculty in diploma schools and those with 10 to 19 years clinical experience expressed high agreement with statement about nursing educational problems, 6. their own educational position's intrinsic job satisfaction and 7. their salary and benefits. The instrument used was a questionnaire developed from consultations with nursing educators and sociologists, and based on earlier. worts by Burke (1976), Mason (1974) and Hong 1969. Data were analysis by computer using one-way analysis. Statistically significant findings included the following; 1. Responses were positive toward all seven aspects of professional nursing. 2. Compared to diploma nursing school staff whose responses were positive, professional and university school faculty response toward the social position of nursing were neutral. 3. Faculty with clinical experience of 10 to 19 years were most positive in their responses about nurses' attitudes towards their work. In all three types of schools, in comparison to professors, associate professors' responses were more positive about nurses' attitudes toward their work. Faculty with longer clinical experience expressed high agreement with statements about factors which influence the development of nursing. Without any differences between school, all faculty had positive attitudes towards the future of nursing, the younger the staff member, the more positive were the responses. 4. faculty in diploma schools and those with 10 to 19 years clinical experience expressed high agreement with statement about nursing educational problems while responses from faculty from professional schools and those without clinical experience were neutral. 5. Responses showed general satisfaction with intrinsic aspects of teaching in all school. Associate professors were positive about satisfaction with salary and other benefits but full professors' responses were neutral.

• English Language & Literature Teaching
• /
• v.17 no.3
• /
• pp.119-139
• /
• 2011

Free-talking in Korea has recently been emphasized as a way of improving students' speaking ability outside of the classroom. The purpose of this study is to examine perceptions of free-talking, to understand what type of roles were played by or allotted between Korean students and international professors (IPs) and to look for effective speaking strategies for utilizing free-talking. Participants of this study were 68 university students and 23 IPs. The data collected through a survey type of questionnaire were analyzed by this researcher and the main findings indicate that students and IPs have somewhat different viewpoints about their concepts of free-talking. Students expressed varying viewpoints depending on their experience and class (year). In terms of the benefits, usefulness, and satisfaction of free-talking, students and IPs seem to be in more agreement with each other although the two groups have conflicting perceptions in the particular operation of free-talking, especially in terms of preparation and feedback. Students stated that they feel anxious, nervous, and that they struggle with peer pressure while free-talking. However, they feel that through free-talking they build up confidence and increase their speaking ability. Regarding roles, most professors play a helpful role as a guide or facilitator while students want professors to provide more suitable materials and to tutor them by means of appropriate feedback and strategies as well-prepared teachers like a prompter, participant or tutor in the timely manner. Finally, this paper proffers a few practical suggestions for activating free-talking and a discussion of the pedagogical implications.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.13 no.2
• /
• pp.292-300
• /
• 2007

Purpose: This study was intended to describe the perception of professors and nurses on clinical practice teaching and organizational integration of colleges and clinical nursing departments. Method: Fifty-three professors of five nursing colleges and eighty-four nurses of one university hospital participated. A structured questionnaire was used for data collection. Result: Disposition for a good clinical instructor was both teaching skill and abundant clinical experience. Professors were competent at adapting nursing process and critical thinking, whereas, nurses were good at clinical skills. Most of the subjects agreed on the organizational integration of nursing colleges and the nursing departments of the hospital, and the proper position for a clinical teacher would be a concurrent instructor. Conclusion: Cooperation between the nursing college and clinical nursing department is needed, and organizational integration of these two is one way for better instruction in clinical practice.

• Korean Journal of Adult Nursing
• /
• v.24 no.2
• /
• pp.149-159
• /
• 2012

Purpose: The purpose of this study was to understand the life of newly appointed professors of nursing by exploring the meaning and essence of their academic work and life experience. Methods: The participants consisted of 11 newly appointed female full-time professors with less than five years of experience who had been purposely sampled from three or four-year nursing colleges. Data were collected from October 2010 to December 2011 through the face-to-face interview and phone interview. Thematic analysis was conducted using hermeneutic phenomenological methodology. Results: The findings were classified into seven themes: 'Starting feeling hope and delight', 'putting sustained energy into lecturing and training', 'struggling in the tense atmosphere where assessments are often conducted', 'gaining courage in an associated relationship network', 'experiencing confusion of the identity as a professor', 'seeking compromise, handling their work and housework', and 'shedding new light on reality with self-awareness'. Conclusion: This study is significant in that it offered the foundation for the creation of human resources networks and mentoring programs that help newly appointed professors to effectively adjust to university society on the basis of the sympathetic understanding of and support for their life.

• Journal of Engineering Education Research
• /
• v.16 no.2
• /
• pp.69-77
• /
• 2013

A study was conducted to find that which educational factors affect the psychological characteristics related to one's major of female students in engineering. The study was conducted through reviewing the advanced literatures and data for surveys was collected from the 216 female students at the college of engineering. This data was analyzed using descriptive statistics, the ANOVA test, hierarchical regression analysis, and factors analyzed by SPSS window's 12.0. The results are as follows. The major aspirations of female students at the college of engineering are affected by the grades (GPA) they have achieved in the past and by the professors' support they have received from the educational environment, by the WIE program participation. However, this survey showed that the support of professors was the most influential factor. The self-efficacy about employment is affected by the grades (GPA) they have achieved and the professors' support they have received. Therefore, the finding shows that the professors' support in their major field is the most affective factor to both characteristics such as the self-efficacy, the major aspirations.

• Journal of the Korean Home Economics Association
• /
• v.33 no.3
• /
• pp.1-16
• /
• 1995

The purposes of this study were to : (1) examine current curricula related to home economics in university liberal education curriculum, (2) identify the educational needs on fields and contents related to home economics in college-level liberal education curriculum perceived by university students and professors, (3) provide the findings to make recommendations for development of liberal subjects related to home economics in university liberal education curriculum. This study was conducted by means of the review of literatures and the questionnaire survey. the instruments for the survey was developed by the researcher, the one was for students and the other was for professors. They included items of needs about 6 fields related to home economics and 8 contents each, and there were items of reasons for needs about each fields. The samples for the analysis were 284 university students in Seoul, and 176 university professors of all over the country. The research findings were as follows : 1. There were differences between current curricula and students' needs related to home economics in university liberal education curriculum. 2. There were much more subjects related to home economics in woman's university than in co-ed. university. 3. Students needed such fields as follows : (1) maintenance of individual and family relation, (2) human development, (3) home management and consumer education 4. The reason why students needed the subjects was that they could be helpful to solve the problems of everyday life. 5. The reason why professors needed the subjects was that they could be useful to prepare for the future of every student.

• Korean Journal of Occupational Health Nursing
• /
• v.30 no.4
• /
• pp.167-174
• /
• 2021

Purpose: This study aimed to identify how job stress and teaching efficacy impacted organizational commitment. Methods: Data were collected from 158 nursing professors via an online survey, from Jan to June 2019. Results: The study found that four factors affected the organizational commitment of nursing professors: i) type of nursing institution in which they are currently employed (β=-.16, p=.030), ii) position as an assistant professor (β=-.37, p=.012) and an associate professor (β=-.44, p=.002), iii) salary in the 50-59 million won range (β=.20, p=.024), and above 60 million won (β=.41, p<.001), and iv) professor's teaching efficacy (β=-.18, p<.016). Conclusion: To increase the organizational commitment of four-year university professors, job characteristics should be considered. In the case of lower positions and salaries, additional compensation and programs that increase school affiliation should be introduced. Teaching methods training, lecture evaluation monitoring programs, and clinical training may also improve teaching efficacy.

• The Journal of Economics, Marketing and Management
• /
• v.11 no.4
• /
• pp.31-39
• /
• 2023

Purpose: This study attempted to systematize a support system that can enhance teaching core competencies by establishing a scale for diagnosing teaching core competencies at University A. Research design, data and methodology : To this end, the first Delphi was conducted With six experts related to university core competency modeling research by extracting factors and designing structured questionnaires through a literature review process that collects and analyzes prior research related to domestic and foreign university teaching competency. The derived questions were diagnosed on 27 professors, and independent sample t-verification and ANOVA were conducted using SPSS 24.0 for analysis by key teaching competency factors. Result: What is the standard suitability of KMO. It was shown as 929 (KMO standard conformity value is close to 1), and Barlett's sphericity verification showed χ2=5773.295, df=1081, p<.It appeared as 001 and confirmed that it was suitable for conducting factor analysis. Conclusions: The core competencies of A University teachers were set based on the educational goals of A University, such as basic teaching competency, creative teaching competency, practical teaching competency, and communication teaching competency. This means that the concept and factors of the core competency of professors are likely to change, and in the end, continuous efforts to upgrade and apply research on core competency of professors are essential to quickly and organically respond to changes in competency required to increase the competitiveness of universities.

• Journal of Engineering Education Research
• /
• v.26 no.1
• /
• pp.45-57
• /
• 2023

The aim of this paper is to find directions for improving creativity education in a research-oriented college of engineering. As a method, we interviewed 17 professors and 7 students from a research-oriented college of engineering in Seoul, South Korea and learned about their experiences related to creativity education. As a result, we were able to identify 6 topics on which the interviewees' opinions vary. We found that most professors we interviewed did not think creativity was important in their classrooms as they thought passing on engineering knowledge was more important in foundational engineering education, and creativity is hard to define. However, their evaluation method in class showed that they valued creativity, and were trying to teach creativity with little success. Also, while the professors thought they needed more communication with the students to improve creativity education, the students thought they needed more autonomy. In consideration of our findings, we proposed 4 directions for improving creativity education in a research-oriented college of engineering. First, shift perspective on the foundational education for engineering. Second, connect basic curriculum and extracurricular activities. Third, actively connect basic curriculum with the industry. Finally, provide appropriate facilities that enable different types of interactions between professors and students.

• Educational Technology International
• /
• v.11 no.2
• /
• pp.123-148
• /
• 2010

Relationships between students' perception of psychological distance with online professors and their academic learning achievement and their intention to continue online learning were examined. The courses selected for this study are two online courses: 1) 'English Grammar' and 2) 'TOEIC (Test of English for International Communication) Preparation' offered by a campus-based, medium-sized university. This study employed a mixed-methods approach by conducting a survey as well as one-on-one interviews with students. Students who feel psychologically distant with the online professors show significantly lower degree of perceived learning achievement, and higher tendency not to take online courses any more. All the three scales measuring the psychological distance -mutual awareness, connectedness, and availability- with professors turned out to be significantly related with students' perceived learning achievement. According to the result of the interview data analysis, the student interviewees unanimously said that the university should limit the number of online courses that students can register in a semester to one or two courses. Most students regard low interactivity of online learning as inevitable phenomenon. There is a statistically significant difference in perceived learning achievement between the online preferred group and the offline preferred group. Also, there is a significant difference in connectedness and availability and no significant difference in the degree of mutual awareness between the online and the offline preferred group.