• The Journal of the Korea Contents Association
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• v.15 no.4
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• pp.519-529
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• 2015

The purpose of this study is to examine the determinant factors of maintaining employment in young adults with intellectual disabilities who took part in a vocational training program and was employed. The determinant factors were from four areas, such as physical competence, job-related task performance, emotional behaviors, and functional adaptive behaviors. 64 young adults with intellectual disabilities participated in this study. The participants' capacities were examined during the program, and then their job retention was examined through a follow-up survey six month after the end of the program. Tests contained hand dexterity, grasp strength, finger strength, visual-perception, Survey of Functional Adaptive Behaviors, and Observational-Emotional Inventory-Revised. After data collection, the data were analyzed by binary logistic regression. The results indicated that dexterity in both hands (OR= 1.123) in physical competence, anxiety (OR= .733) and socialization (OR= .429) in emotional behaviors, and academic skills (OR= 1.077) and vocational skills (OR= 1.542) in functional adaptive behaviors were significant determinant factors. These significant factors which affected job attention were consistent with the results from previous studies, and should be considered when designing and constructing an effective career and vocational education program for young adults with intellectual disabilities.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.15 no.2
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• pp.267-277
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• 2020

In recent years, universities are actively developing and applying regular start-up curriculum, comparisons and activities in order to revitalize various forms of business-oriented academic programs. In addition, the government has established various experiential entrepreneurship education programs such as "Student Entrepreneurship Team 300 (U-300)" to support professional entrepreneurship education such as entrepreneurship mentoring for entrepreneurship clubs in universities nationwide. Therefore, this study empirically verified the influence of participation motivation,, mentoring function, and mentor competence on entrepreneurship education satisfaction and entrepreneurship will for participants of experiential entrepreneurship programs centered on entrepreneurship mentoring. The results of the study were as follows: First, the motivation to participate in entrepreneurship education and mentoring capacity had a significant positive effect on the satisfaction of entrepreneurship education. It became. The findings of this study suggest that in order to more effectively promote entrepreneurship education in the university, which is now quantitatively expanded, it is necessary to improve various ways of creating qualitative effects such as expansion of experiential teaching methods and entrepreneurship mentoring. We believe this could provide policy implications for reinforcing the expertise of entrepreneurs who conduct mentoring.

• Journal of Practical Engineering Education
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• v.12 no.1
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• pp.163-176
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• 2020

Promoting job growth and quality has been central to developing countries to reduce poverty for decades. In this regard, Nepal is not unique in its need to develop effective TVET programme as it is considered showing positive association with workforce development and productivity. While the copious academic literature has highlighted upon staff training programme in general education, it encounters lack of adequate attention in the field of TVET education. The purpose of the study is to identity and prioritise the professional development needs for the teachers of TVET sector in Nepal. A sample(N=317) of Nepalese teachers from seven provinces were asked to answer the scale. The Borich needs assessment model was employed to assess the perceived level of importance and present preferred training modules among 29 teaching subjects. Moreover, a quadrant analysis using 2×2 matrix was used as a diagnostic tool to denote overriding training topics. The result shows that following competence skills constructs were perceived to be in high need of enhancement as well as in existence of discrepancies: 'occupational characteristics of TVET trainer', 'training needs analysis and curriculum development', 'curriculum development based on national competence standard(NCS)', and 'Institution management evaluation'.

• The Journal of Korean Medicine
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• v.33 no.4
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• pp.60-68
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• 2012

Objectives: By grasping trends in research, technology, and general characteristics of learning support tools, this study was conducted to present a model for research on Korean Medicine (KM) to make use of information technology to support teaching and learning. The purpose is to improve the future clinical competence of medical personnel, which is directly linked to national health. Methods: With papers and patents published up to 2011 as the objects, 438 papers were extracted from "Web of Science" and 313 patents were extracted from the WIPS database (DB). Descriptive analysis and network analysis were conducted on the annual developments, academic journals, and research fields of the papers, patents searched were subjected to quantitative analysis per application year, nation, and technology, and an activity index (AI) was calculated. Results: First, research on medical learning support tools has continued to increase and is active in the fields of computer engineering, education research, and surgery. Second, the largest number of patent applications on medical learning support tools were made in the United States, South Korea, and Japan in this order, and the securement of remediation technology-centered patents, rather than basic/essential patents, seemed possible. Third, when the results of the analysis of research trends were comprehensively analyzed, international research on e-PBL- and medical simulation-centered medical learning support tools was seen to expand continuously to improve the clinical competence of medical personnel, which is directly linked to national health. Conclusions: The KM learning support tool model proposed in the present study is expected to be applicable to computer-based tests at KM schools and to be able to replace certain functions of national KM doctor license examinations once its problem DB, e-PBL, and TKM simulator have been constructed. This learning support tool will undergo a standardization process in the future.

• Journal of the Korean association of regional geographers
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• v.13 no.6
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• pp.623-638
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• 2007

This paper debates on two different theoretical positions in explaining corporate adaptation. Until the 1980s, a restructuring perspective had dominated in explaining corporate success and adaptation. However, this perspective pays little attention to how firms adapt to environmental change and why some firms adapt successfully, while some others fail to adapt. Thus a restructuring perspective does not give insights into a context-specific explanation of corporate learning and adaptation. More recently, especially since the 1990s, academic focus on corporate adaptation and evolution has shifted towards exploring the nature of learning that leads to the dynamic competitiveness. A learning perspective emphasizes the influence of knowledge, learning and competence on corporate evolution. However, it reveals that this view is also less appropriate for explaining corporate adaptation in radical shifts in environment. In this context, the evolutionary theories of the firm need to seek to maintain a balance between two theoretical positions in order to understand more effectively the dynamic evolution and adaptation of the firm. This paper shows that the dynamics of corporate adaptation and evolution are an outcome of the mixture of perpetual processes of restructuring and learning, both continuous and discontinuous.

• The Journal of the Korea Contents Association
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• v.16 no.12
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• pp.310-326
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• 2016

A lot of colleges have made continued efforts to help freshmen adapt themselves to a new school life and environment and build a decent relationship with faculty and other students. Therefore, this study attempted to figure out the effectiveness of team teaching(team teaching by academic advisor, standard textbook-centered guidance vs. autonomous mentoring) on strategic cultural curriculum as a way to help freshmen adapt themselves to a school life. For research subjects, 31 enrolled freshmen and 5 professors from a college in Chungbuk were selected. In terms of research tools, 'Communication Competence Assessment Sheet' provided by Strategic Cultural Curriculum Development Team and a simple questionnaire on 'curriculum satisfaction, adaptation to school and intimacy' were applied. For data analysis, paired t-test, independent samples t-test and rating scale were conducted. The study results found the followings: First, according to analysis on the effects of two different types of team teaching on the goal of strategic cultural curriculum('improvement of communication competence'), significant effects were found in a standard curriculum(textbook)-centered team. Second, when adaptation to a school life(school adaptation, intimacy) perceived by the students who completed the strategic cultural curriculum according to two different types of team teaching curriculum was analyzed, significant changes were found at standard textbook-centered guidance team. Third, this study has examined other changes, satisfaction, opinions and perception(strength, weakness, opinions for improvement) on the curriculum perceived by the students(learners) and faculty regarding about team teaching curriculum. Based on these results, educational implications of this study were reviewed. And a suggestion and limits were presented.

• The Journal of the Korea Contents Association
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• v.19 no.7
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• pp.402-411
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• 2019

The purpose of this study is to determine critical assessments and core competencies, and to determine the competence and discipline of self-assessment. We surveyed 511 students who graduated from 12 universities. Self-efficacy 24 items were measured on a 5-point scale, 8 core competencies and 52 detailed competencies were self - assessed from 0 to a maximum of 10 points. The higher the score, the higher the self - evaluation competency level. Statistical analysis was performed using SPSS 20.0 Ver., And a statistical significance level of 0.05 was considered. The self - evaluation competency level was the highest at 6.7 points in the clinical dentistry area, and the lowest at the evidence - based decision area of 5.7 points. Self-regulation was found to be positively related to the self-evaluation core competence level among self-efficacy sub-factors. As the students' self-efficacy affects subjective academic achievement and self-evaluation, it is necessary to develop and apply relevant programs to enhance critical thinking in curriculum, apply problem-based learning method, improve self-efficacy and leadership, It should be possible to cultivate.

• The Journal of Korean Academic Society of Nursing Education
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• v.4 no.2
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• pp.220-235
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• 1998

The revolution of nursing curriculum has been focused on clinical competency for nursing graduates to flexibly respond to changes in societal health needs and disciplinary requirements. In this trend, the study was designed to identify basic concepts of nursing education that reflects the changes in societal needs and nursing discipline, and to develop the instrument to measure performance level in each dimension of clinical competency. The study was conducted in two phases. In phase 1, principal concepts consisted of nursing education were determined through literature review as well as series of discussion sessions on nursing philosophies and educational objectives among researchers. Though the process, the conceptual framework of competency based nursing curriculum was constructed with nursing process and professional role as horizontal threads, client, health needs, and nursing interventions as vertical threads. Then, items were developed to represent each dimension of competency : client and health need, nursing process, professional role, and nursing interventions. The total of 273 items were included as to represent clinical competency required for BSN graduates. In phase 2, questionnaires were distributed to nursing faculties of 41 BSN programs to validate the 273-item Instrument developed to measure competency. The total of 34 subjects returned the questionnaire with 81% of response rates. The subjects of the study had an average of 42 months of clinical experience and 13 years of education experience in various nursing areas with an age range of 30 to 52 years. The data were analyzed by utilizing SPSSWIN and the results are as follows. 1) The mean score of the nursing process dimension was supported most with the mean of 3.60(SD=0.32) compared to client and health need dimension(M=3.49, SD=.40), professional role(M=3.41, SD=.44), and nursing interventions(M=3.57, SD=.34). 2) The dimensions of competency were moderately correlated to each other with a range of r=.433 to r=.829, confirming that four dimensions of competency were related but distinct concepts. 3) The items of each dimension were analyzed based on its appropriateness. 'Assessing risk factors of the clients' were most highly supported in client and health need dimension. Most items of nursing process dimension were considered appropriate, while items related to efficient communication were well supported in professional role dimension. In nursing intervention dimension, items on basic nursing skills were highly supported while items on specific nursing interventions such as music therapy or art therapy were considered relatively inappropriate to competency for BSN graduates. The findings clearly showed that the current nursing education more emphasizes nursing interventions based on nursing process than other dimensions of competency. There is a need to reconceptualize nursing curriculum that is able to reflect more of nursing professional role and client/health need dimensions. Further research to validate the instrument by confirming competency dimensions of nursing graduates who are currently working at the hospital has been suggested.

• Journal of Korea Technology Innovation Society
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• v.21 no.1
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• pp.1-32
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• 2018

This study has been motivated by the awareness that studies on science and technology policy do not have an independent academic identity in Korea as of 2017. This research has been analyzed 19 books that have covered science and technology policy published in Korea and explored whether those have a definition of discipline and core research scope which are the key elements forming academic paradigm. As a result, this study concludes provisionally that studies on science and technology policy in Korea are still at a stage that has not yet formed a paradigm. Therefore, this work newly proposes the definition of discipline and research scope necessary to complete the paradigm of studies on science and technology policy based on this conclusion. This paper has firstly defined that studies on science and technology policy are the policy-oriented discipline. It is (1) promoting the development of science and technology itself by studying and analyzing the various phenomena of politics, economy, society, and culture related to science and technology activities as well as science and technology and (2) makes the national and public sector improve problem-solving competence using science and technology. This work also proposes a research scope consisting of four research areas such as (1) policy process of science and technology, (2) public management of science and technology, (3) R&D management and (4) technology innovation. 'Policy process of science and technology' and 'public management of science and technology' among four research areas are the new research ones reflecting the definition of studies on science and technology policy proposed in this paper. Additionally 'R&D management' and 'technology innovation' are the traditional research areas which have also included existing researches regarding science and technology policy.

• Journal of dental hygiene science
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• v.15 no.2
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• pp.153-158
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• 2015

The aim of this study was to provide practical information regarding career exploration to dental hygiene students. This study interviewed 15 senior dental hygienists (graduates of Y University Dental Hygiene program) who have worked in non-clinical fields for about three months from January 14, 2014 to April 28. The most frequently mentioned pieces of information that the senior dental hygienists wanted to convey to dental hygiene students were as followed. Contrary to popular belief, clinical experience was also required in non-clinical fields as the importance of clinical experience was quite often and widely emphasized and applied in such fields. High academic excellence and clinical performance were expected of junior dental hygienists and the senior dental hygienists expressed their hope for their juniors to pioneer new fields and areas of work that a dental hygienist can do. Most of the senior dental hygienists pointed out that to develop technical tools for career exploration as early as possible, such as during undergraduate years and to think about which career path to take, whether it is clinical or academic were significantly important factors for desirable career outcomes. Based on the results of this study, undergraduate dental hygiene students should be provided with opportunities to consider and explore various career paths during their undergraduate years and to communicate with their seniors for hands-on experience-based advices. This would in turn broaden each student's perspective beyond their knowledge or thought about the professional filed of dental hygiene. It was found that the majority of the senior dental hygienists agreed that their clinical experience was the source of their self-competence as a dental hygienist. Our study could be utilized as a valuable resource for future dental hygienists who wish to work in non-clinical fields.