• Journal of Practical Engineering Education
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• v.16 no.3_spc
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• pp.343-349
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• 2024

Recently, the intercultural approach, which aims to resolve social conflicts in multicultural societies through cultural encounters and dialogue, has been actively discussed. Intercultural education aims to foster smooth relationships and improve communication skills through interactions among various cultural groups. Analysis of previous studies has revealed the need for research on intercultural civic education programs targeted at adults. Therefore, this study was designed to develop an intercultural citizenship education program and to analyze its effects. For the study, previous research on interculturalism, intercultural citizenship education, and intercultural citizenship education programs was comprehensively analyzed. The developed intercultural citizenship education program was categorized into five major themes: understanding oneself and others, racism and hate speech, overcoming conflict and discrimination, breaking away from prejudice and stereotypes, and the future of our country. Subsequently, the program was implemented with 64 total second-year middle school students, 37 in the experimental group, and 27 in the control group, at an accredited lifelong educational institution in M City, South Jeolla Province. To analyze the effects of the education, an intercultural competency scale was used. The results showed that the intercultural citizenship education program for adult students was effective in conflict management, respect, communication, and reflection competencies, all at a statistically significant level. Finally, the authors compared the study results with previous research and discussed the findings. Findings indicated the necessity of enhancing multicultural citizenship awareness among adults and expanding teacher training in intercultural education. The program effectively improved intercultural competence among adult students, highlighting the importance of tailored educational content and active participation in discussions. Future research should ensure a balanced gender ratio among participants.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.17 no.1
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• pp.121-137
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• 2022

The purpose of this study is to present the necessary success factors and strategies for high-tech social ventures and stakeholders in the related ecosystem by empirically identifying factors that affect their sustainable performance. Based on prior research, the dimensions of three performance factors were presented: core technology competency, core business competency, and social mission orientation. Then, such sub-dimensions such as technology innovation orientation, R&D capability, business model, customer orientation, social network, and social mission pursuit were derived. For empirical analysis, a survey was conducted on domestic high-tech social ventures, and the significance of the hypothesis was tested through PLS-structural equation analysis of the collected 243 valid data. As a result, it was found that the technology innovation orientation was embedded as an abstract organizational and cultural characteristic in the high-tech social venture, which is a research sample, and thus did not significantly affect the dependent variable. In other words, aiming for the latest cutting-edge technology alone cannot affect performance, and it is a result of proving the need for substantial influencing factors that can strengthen it. On the other hand, the business model had a significant effect only on social performance, which is presumed to be the limitation of measurement tools developed for social enterprises, and the results of additional multi-group analysis to determine the cause also supported the basis for this estimation. Excluding the previous two performance factors, R&D competency, customer orientation, social network, and social mission pursuit were all found to have a significant positive (+) effect on social and economic performance. This study laid a foundation for related research by identifying high-tech social ventures emerging in the ecosystem of a social economy and expanded empirical research models related to the performance of existing social enterprises and social ventures. However, in the research method or process, there were limitations such as factor derivation or verification for balance of dual performance, subjective measurement method, and sample representativeness. It is expected that more in-depth follow-up studies will continue by supplementing future limitations and designing improved research models.

• Women's Health Nursing
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• v.21 no.1
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• pp.55-70
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• 2015

Purpose: This study aimed to describe knowledge status of current research related to maternal adaptation of women immigrants by marriage in Korea. Methods: Eighteen quantitative current researches published from January, 2006 to August, 2014 that met the inclusion and exclusion criteria. These 18 articles finally selected for systemic review from 5,168 articles. All current researches included the mother within one year after childbirth and one variable related to maternal adaptation at least. Results: Variables related to psychological adaptation (48.1%) were mostly studied. In detail, parenting stress (17.3%) and parenting competency (15.4%) were frequently surveyed. Also, social support (7.7%), husband rearing support (5.8%) of relational adaptation, and acculturation (3.8%) of cultural adaptation were importantly studied. In addition, frequently used instruments for each study variable were analyzed and evaluated. As major results, parenting stress and parenting efficacy were significantly influenced by social support or husband rearing support and acculturation, and had an effect on parenting behaviors. Various maternal education programs were effective in improving maternal role confidence or parenting efficacy and decreasing parenting stress. Conclusion: Nursing intervention programs for improving maternal adaptation should focus on decreasing parenting stress and increasing parenting efficacy by improving social support and acculturation level of women immigrants by marriage in Korea.

• Korean Journal of Adult Nursing
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• v.21 no.1
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• pp.117-128
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• 2009

Purpose: The purposes of this study were as follows; 1) To review the definitions of critical thinking from various perspectives, 2) To examine the critical thinking measurements throughout nursing research, and 3) To review the nursing studies with regard to critical thinking. Methods: This study was a literature review with regard to the critical thinking in nursing in aspects of conceptual meaning, measurements, and research. Results: The definition of critical thinking in nursing included decision making in clinical setting, inference with logical construct to increase nursing quality, interpretation in the context, and evaluation. The critical thinking was a core concept, which meant not only simple nursing process, but included decision making ability. The critical thinking has been conceptualized by both critical thinking disposition and skill. However, there was no nursing specified critical thinking measurement. Critical thinking research has been conducted to describe critical thinking disposition and critical thinking, to determine relationships between critical thinking and clinical competency, and to evaluate the effectiveness of educational programs. Conclusion: The instruments for measuring critical thinking disposition and skill that contain cultural difference and clinical specificity need to be developed to measure critical thinking and increase it.

• Journal of Engineering Education Research
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• v.13 no.3
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• pp.53-60
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• 2010

This article explores how we pursue and operate the English medium instruction(EMI) in engineering colleges so as to educate global engineers. Engineering students in the 21st century society need to have fundamental work in languages, cultural differences, and strategies for working with diverse colleagues. EMI is not sufficient for preparing our engineering students to cope with the changed environments in our globalized society. Based on the case study, we emphasize that EMI needs to be located in the context of global engineering education which demands our understanding of different cultures and communication practices. We also suggest some programs how we develop our EMI circumstances.

• Korean Journal of Health Education and Promotion
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• v.30 no.5
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• pp.177-188
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• 2013

Objectives: The purpose of this study was to evaluate the feeling of distance of social work practitioners for people living with HIV/AIDS(PLWHA) and to identify related factors. Methods: A total of 409 data were collected as convenience sampling from social welfare service providers. Independent variables were socio-demographic data, AIDS related knowledge, authoritarian personality, prejudice for minority(handicapped, women, foreigner, old aged), cultural competency. Data were analyzed by t-test, ANOVA, multiple regression analysis were conducted. Results: Multiple regression model was developed by integrating the significant variables from univariate analysis. Significant factors of physical distance were social prejudice against handicapped, knowledge about AIDS and critical awareness/knowledge about other culture. And significant factors of social distance were social prejudice against handicapped, knowledge about AIDS, authoritarian personality, critical awareness/knowledge about other culture. At last, we found that social prejudice against handicapped was the biggest factor for physical distance and authoritarian personality was the biggest factor for social distance of social work practitioners. Conclusions: The area of social services for PLWHA have to be expanded. Physical and social distance of professionals to provide services to PLWHA and factors affecting it is necessary to continue research. In addition, on the basis of these findings, specific training programs is need to be developed.

• Korean Medical Education Review
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• v.19 no.3
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• pp.121-128
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• 2017

When a new educational system for college students in South Korea was established in 1946, the National Committee for Educational Planning adopted a 6-year curriculum of medical education, consisting of a 2-year premedical component and a 4-year medical component. For more than half a century, the premedical curriculum has received little attention. However, it is very important for premedical students to have a range of experiences that could be useful in their future medical careers. In 2005, another change was made to the system of medical education, in which medical schools without a 2-year premedical curriculum were established. This began to stimulate interest in premedical education, and more and more professors have become interested in premedical education as 6-year medical colleges have become more popular than before. Since 2015, the Education and Cultural Center of the Korean Association of Medical Colleges has annually hosted a workshop for redesigning premedical education; these workshops quickly fill up with registrants, reflecting the participants' lively interest in premedical education. The problems of premedical education are mostly due to students' and educators' attitudes. A more effective approach will be needed in the educational system of the future to train highly competent medical doctors. To judge whether an educational program is successful, its aims must be clearly articulated. For this reason, medical colleges must prepare premedical education curricula based on their educational aims. It is expected that the system of premedical education will be strengthened in the future due to the growing awareness of its importance.

• Korean Medical Education Review
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• v.19 no.3
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• pp.138-144
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• 2017

After Yeungnam University's College of Medicine was established in 1979, the curriculum for a preclinical medical education course was developed and implemented. Several modifications have since been made to the curriculum which was driven by changes in national policies and in the medical education environment. In recent years, it has become necessary to complement the weaknesses or shortcomings in the curriculum that were discovered during the basic medical education assessment process of the medical college. Since 2009, Yeungnam University has run two medical courses: a 6-year college of medicine course and a 4-year medical school course. However, as a result of changes in national policy, Yeungnam University decided to offer only the 6-year college of medicine course with an entirely new curriculum which will be implemented in 2017. The new curriculum for the preclinical medical education course consists of 36 credits of cultural essentials courses, 44 credits of major required courses, and 2 credits of major elective courses. The curriculum development requires the support of the university and/or college, the ensured independence of the curriculum development organization, and the cooperation and attention of fellow professors. Continuous efforts are needed to check, evaluate, and improve the curriculum.

• Journal of the International Relations & Interdisciplinary Education
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• v.1 no.2
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• pp.80-90
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• 2021

The purpose of this study is to find out the differences and commonalities between Korea and China by comparing the objectives, contents, and models of in-service teacher education. Through the differences and commonalities, it is intended to present a revelation point for the education of incumbent teachers in both countries. The research results show that in China, teachers' moral education and subject knowledge are emphasized, while in Korea, teachers' cultural competency and major knowledge are emphasized, and the specific training content and completion time are all precisely stipulated. Based on their research capabilities, the Chinese side was asked to provide individual-centered training support, and to the South Korean side, they were asked to suggest new points, such as substantiating the cooperative system between educational and training institutions.

• The Journal of Korean Academic Society of Nursing Education
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• v.28 no.1
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• pp.27-36
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• 2022

Purpose: This study aimed to understand the current status of global health curricula and characteristics in nursing schools, focusing on the changes since 2015. Methods: Data were collected from the websites of 202 nursing schools nationwide in Korea. Global health curricula were analyzed using a structured framework developed by the authors. Results: Among 202 nursing schools, 173 (85.6%) schools offer global health-related courses. Of these, 72 (35.6%) schools offer a 'Multiculturalism' course, and 42 (20.8%) schools offer a 'Global Nursing' course. Fifty-nine schools (29.2%) offer both courses. Compared to the study findings in 2015, the number of global health-related courses and the percentage of global health-related courses designated as a requirement dramatically increased. An additional analysis of five syllabi of global-health related courses found several differences in the courses' aims, contents and evaluation methods. Conclusions: Due to social and political changes, nursing schools are more likely to offer global health curricula. However, there is still a lack of consensus on the core contents and approaches of such curricula, necessitating systematic discussions about the core contents and effective learning methods to increase nursing student competency in global health nursing.