• IE interfaces
• /
• v.20 no.1
• /
• pp.1-10
• /
• 2007

The main purpose of this research is to find out whether curriculums of industrial engineering (IE) departments meet the demand of IE graduates working in various fields. The research was conducted as an online questionnaire survey selecting IE Graduates working in industries as practising engineers. 1,324 participants were validated among 1,477 participants. 13 fields were selected and used in the survey. Those were; 1) Mathematical statistics, 2) Computer, 3) Purchase, 4) Production system, 5) Logistics, 6) Marketing, 7) Monetary, 8) Experiment methods, 9) Operations Research (OR), 10) Human Factors, 11) Quality, 12) Engineering management, and 13) Information systems. Using the 5-scale Likert rating, each education subject was assessed both in terms of its usefulness in practices and the amount it being taught in school. As a result, courses such as motion/time study, linear programming that IE has traditionally focused showed less usefulness in practices while it is taught in relatively large amount in schools. However, courses such as 6 sigma, CRM which are closely related to industrial practices showed high usefulness in practices compared with low degree of teaching in school. This was the first ever large scalesurvey conducted for IE graduates in Korea. The result of survey displayed many helpful information on current status and future direction of IE education in Korea.

• Journal of Engineering Education Research
• /
• v.19 no.4
• /
• pp.24-34
• /
• 2016

There's been few research to study the effects of CAC(Computing Accreditation Committee) evaluation, since start of CAC accreditation 10 years ago. The purpose of this paper is to find what computer engineering graduates perceive the effects of CAC accreditation and to suggest how CAC accreditation process can be improved. The research findings through survey are followings; First, computer engineering graduates' undergraduate education satisfaction is not high enough(3.28). Second, the computer engineering graduates don't recognize CAC accreditation necessary. Third, graduates who work in company chose design courses as the most helpful, while graduates who study in graduate school pursuing further career in master or doctor program chose major subjects. Lastly, graduates from accredited program do not think their completion of accreditation program influence their employment. Strategic approaches to make higher effectiveness of CAC accreditation system are suggested. First, improvement of curriculum and instruction method in CAC accredited program is required to satisfy the needs of students and industry. Second, efforts to inform students of understandings and necessity of accreditation are highly recommended. Third, industrial sector needs to understand CAC accreditation and give graduates from accredited program more incentives. Lastly, government support like Seoul Accord Activation Project should last for a while.

• Journal of Engineering Education Research
• /
• v.21 no.2
• /
• pp.60-66
• /
• 2018

This study aims to compare human resource development by industrial and occupational characteristics of science and engineering graduates. To achieve research objectives, this study analyzed whether differences exist in human resource development, such as participation in vocational training, wage levels, and cuture of talened person preference, by industrial and occupational characteristics. The results showed that workers in engineering fields received more benefits and support compared to those in non-science and engineering field occupations at the quantitative statistics of vocational training and wage levels. On the contrary, according to the qualitative statistics, workers of non-science and engineering field have a culture of talented person preference compared to those in science and engineering occupation.

• Journal of Korean Society of Industrial and Systems Engineering
• /
• v.20 no.44
• /
• pp.377-391
• /
• 1997

We consider the characterized curriculum of industrial engineering for training the excellent technician. We classified many kinds of jobs in the industry and information society and compared them with the curriculums of 13 junior colleges sampled randomly. Also we inquired the degree of relation of the technique qualification for graduates from industrial engineering to the current major subjects. For fostering the cultured individuals the community demands, we amended and looked into the current liberal arts course to supplement it. We analyzed the opinions of students, professors and experts from various circles through questionnaires, and then we set up the direction and the priority order for developing the curriculum for training the technician. According to the analyzed results, we presented the curriculum centering around customers and demanders and introduced it in detail. We are going to utilize developed curriculum, teaching methods by computers and practice methods step by step, and make expansion to industrial engineering of other colleges. Then we are planning to apply to the reeducation for graduates and the social education that contains the industrial human resources and the ordinary persons.

• Proceedings of the KIPE Conference
• /
• 1998.10a
• /
• pp.219-224
• /
• 1998

A Summary is given of conventional electrical engineering university education and a description of the employment scene for the graduates. The training requirements of graduates for three different industrial employers are given and the steps taken to meet some of these requirements are explained in detail. The steps taken include tow training programmes, one an undergraduate final year course and the other a graduate training programme. The final year course teaches to design and construct a real product to specifications, whereas the graduate training programme employs a new graduate or postgraduate student on industrial projects which can be closely supervised for maximum benefit. Both programmes are described in detail and the conclusion developed as to future requirements.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.21 no.1
• /
• pp.577-583
• /
• 2020

This study analyzed the effect of career preparation behavior of female college graduates on their job satisfaction. The results of this study are as follows: First, the relationship between job satisfaction and career preparation behavior and a regression analysis of job satisfaction were all examined. This study used the original data from the Korea Employment Information Service for '2012 College Graduates' Occupation Route Survey'. The subjects of this study were 1,569 women in the science and engineering fields (649 engineering graduates, and 920 science graduates). The data was analyzed by frequency analysis, independent sample t tests, correlation analysis, and hierarchical multiple regression analysis using SPSS WIN 19.0. As a result, women with 4 years of college have higher job stability and job satisfaction than college students, but the reasons for major selection, university type, college location, and department. The results of this study are as follows. First, the effect of the variables on career satisfaction and job satisfaction was not statistically significant. This suggests that the type of college does not have a significant effect on job satisfaction if the university systematically prepares people for a career and the university suits a person's aptitude.

• Industrial Engineering and Management Systems
• /
• v.13 no.1
• /
• pp.67-86
• /
• 2014

The number of students graduating from accredited programs has been increasing annually since the first students graduated from accredited engineering programs in Korean universities in 2004. In this paper, we evaluate the effect of engineering education accreditation by the Accreditation Board for Engineering Education of Korea (ABEEK). We developed performance evaluation indices based on the balanced scorecard concept and applied the proposed indicators to graduates, faculty, and industry employers to see if there are significant differences between accredited and non-accredited groups. Overall, regardless of survey object, engineering education accreditation was perceived to contribute to the elevation of engineering and science and the level of national growth. However, the differences between accredited and non-accredited groups for some key performance indicators were statistically insignificant. The results of this paper are expected to provide crucial feedback information for the improvement of engineering education accreditation in Korea.

• 대한공업교육학회지
• /
• v.34 no.1
• /
• pp.196-209
• /
• 2009

The purpose of this study was to analyze engineering basic competencies about the time completed a course and educational needs of engineering college graduates. Survey method using questionnaire was the major research method of this study. A survey of 807 engineering college graduates was carried out. Questionnaire were made of the level of engineering basic competencies of engineering college graduates, its priorities of actual vocation and level of engineering basic competencies of major. Major results of the study, some recommendations for future researches were made as follows: The level of engineering basic competencies of engineering college graduates was 3.3 average(5 full marks). Engineering basic competencies that educational needs were high respectively, were an ability to communicate effectively, an ability to design a system, component, or process to meet desired needs, an ability to function on multi-disciplinary teams, an ability to understand global culture and cooperate internationally, an ability to design and conduct experiment as well as to analyze and interpret data, and an ability to engage in life-long learning.

• Journal of Practical Engineering Education
• /
• v.12 no.1
• /
• pp.101-108
• /
• 2020

KOREATECH has operated a Co-op program called 'Industry Professional Practice (IPP)' that allows students to work full-time in relevant industries for at least four months since 2012, and also developed a systematic performance evaluation model on the basis of Kirkpatrick's four-stage assessment model. This study aims to share KOREATECH's Levels 3 and 4 evaluation results which are clearly what practitioners and academic investigators of cooperative education want to know the most. For this purpose, a questionnaire survey was conducted for KOREATECH graduates and their superiors to examine influence of IPP experiences on employment and job performance. A total of 730 alumni who graduated within last 5 years participated in the survey, with 213 (29.2%) having IPP experiences, and 162 superiors rated their subordinates on seven performance criteria. The analysis results were mixed. On the one hand, employment rate of IPP participants was 89.7%, compared to 86.8% of alumni without field experiences. Participants of the IPP program were more satisfied with their salary and felt less unfair about their career and promotion opportunities than alumni without field experiences. On the other, superiors rated their subordinates without IPP experiences slightly more positively than IPP participants in terms of job performance. These contrasting results are judged to show strengths and weaknesses of the IPP program at the same time. The limitations of the study and future research directions are discussed at the last part.

• Journal of Engineering Education Research
• /
• v.18 no.3
• /
• pp.59-68
• /
• 2015

This study was implemented for the purpose of analyzing the effects of Engineering Education Accreditation. Now, 15 years has passed adopting the engineering education system. We need to analyze the effect that this system has changed on the ground of engineering education, and it cultivated the human resource. In order to achieve the purpose of this study, the survey were done on the professors, graduates, and workers. The results and conclusions of this study are summarized as follows: First, it is urgent need to change the system of accreditation, and to get the public trust on assessment. Second, it is necessary to make circumstance that engineering education accreditation is advertised to the industries, and the industry can join the development, consulting, evaluation of curriculum. Third, government needs to make the policy that gives the incentive to the industries, if they give some merits to the accreditation graduates. Fourth, certificate of program graduate is desired to spread the accreditation proliferation. Fifth, government should systemize that accreditation program can get advantage to be selected for the public finance business(e.g. BK, LINC).. It will impact the quality Improvement and accountability of engineering programs.