• Archives of design research
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• v.16 no.4
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• pp.79-90
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• 2003

As cultural goods have been taken notice of as an area that may contribute to the creation of national profits, there have been attempts to construct infrastructure for the area. Contrary to the trend, however, design education has not performed in-depth researches and studies on the professionalism and characteristic of subjects. Resultantly it has hardly prepared systematic educational curricula and contents. In this situation the present study purposes to set the right direction of design education and to draw the outline of systematic educational contents for cultural goods design. For this purpose, it defines the scope of cultural goods design based on the concept and contents of cultural goods design, examines the functions, the roles and the conditions of cultural goods designers, and based on them, propose the direction of cultural goods design education as the ground of detailed methods of teaching cultural goods design.

• Korean Institute of Interior Design Journal
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• v.22 no.3
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• pp.117-126
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• 2013

Since 1993, Korea Institute of Design Promotion has carried out Design Promotion Comprehensive Plan every 4 years and due to the institutes founding purpose the plans are mainly focused on enhancing quality of merchandise goods. However due to social and economic changes now enhancing quality of cultural living through design is becoming important as ever. The purpose of this paper is to find our characteristics and changes in design policies and programs to diffuse design culture in the plans. The researchers have inquired proceeding studies on cultural and design policies and also looked into cases that were carried out in Europe to diffuse design culture. By analyzing EU's Cultural Policies four means were found: Education, Exchange, Participation, and Sharing. The results are as follows. First, in the beginning main focus was to educate people about the importance of design and what good design is, in bureaucratic ways. In the Secondary plan, reaching out to local regions begin to show in order to diffuse design culture that was and still is mainly centered around Seoul. Thirdly plan shows more exchanges but not only limited to domestic regions but international wide. In the Forth plan, participation programs and those engaging design to solve social problems are shown but still not much attention is payed to sharing.

• International Commerce and Information Review
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• v.10 no.2
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• pp.89-114
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• 2008

It is said that global business education in Korea must be a kind of good investment on the future of Korea, because Korea's degree of dependence upon global trade is very high. But, despite great significance of trade in economic aspect, education system on global business in Korea still remains in old paradigm focused mainly on trade in goods. The purpose of this paper is to analyse key environment of trade in Korea relating to global business education system, and to suggest some trade-friendly measures to improve the global economic environment being worse. Methodology used in this study depends on descriptive analysis by literature study. As all the paradigm of global business has shifted from 20C's trade environment to that of 21C's and still more borderless trend has progressed, it is high time Korea to design the new education system of global business to conform with the trade mode of Korea, and to execute the mode of strategic trade which is new conception of trade strategy derived from Web 2.0 trend. Major findings of this study can be summarized as follows : It is suggested that Korea should convert basic composition of trade strategy to strategic trade irrespective of company size, nationality, public or private sector, etc., and launch new instructional model considering the trade 2.0 concepts. Also, Korea's trade policies which have been based on 'trade in goods' should be changed to the frame of strategic trade so that can include various trade process such as trade in services, trade in technology, cultural contents, global investment(TRIMs), TRIPS, etc.