• Journal of Korean Academy of Nursing
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• v.18 no.2
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• pp.162-188
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• 1988

The purpose of this study is to guide the direction of the Korean nursing education to analysize ⑴ the philosophy and objectives ⑵ curriculum, and ⑶ educational environment. This analysis is based on the data from 50 nursing schools (14 4-year colleges and 35 3-year colleges) The survey was conducted from Dec. 1986 through Jan. 1987 by mail. 1) Educational philosophy and objectives 10 4-year colleges and 8 3-year college program have curricular philosoph. Most popular curricular philosophies are human beings, health, nursing, nursology, nursing education, nurses role in the present and in the future. 10 nursing schools mentioned that human being is the subject to interact with : environment physically, mentally and socially. 2 schools mentioned that health is the state of functioning well physically, mentally and socially. 13 schools mentioned that the nursing is the dynamic act to maintain and to promote the highest possible level of health. 4 schools mentioned that the nursology is an applied science. 4 schools mentioned that nursing education is the process to induce the behavioural changes based on the individual ability. There is different opinion about the nurses' role between 4-year college and 3-year college. In the responses from 4-year colleges they focus on the leadership in effective changes, self-regulating and self-determining responsibilities, applying the new technology, continuing education, and participation in research to further nursing knowledge. In the responses from 3-year colleges, they focus on the education in college, primary health care nursing, direct care provider and public health education. Among 50 respondents 40 schools have educational goals which can be divided into two categories. One is to establish the moral and the other is to develop the professionalism. 2) Curriculm The analsis of curriculum is only based on the data from the 4-year colleges because the most of 3-year colleges follow the curriculum guideline set by the Ministry of Education. a) Comparison of the credits in cultural subject and in nursing major. The average required credit for graduation is 154.6 and the median credit is the range of 140-149. The average credit of cultural subjects is 43.4. In detail, the average number of credit of required course and elective courses are 24.1 and 19.3 respectively. The average credit for major subject is 111.2. In detail, the average credit for required courses and electives course are 100.9 and 10.4 respectively. In 5 colleges, students are offered even on elective course b) Comparison of the credit by class. The average earned credits are as follows : 41.1 in freshman, 400 in sophormore 38.3 in junior and 32.4 in senior. Cultural subjects are studied in early phases. c) Comparison of the compulsory and elective cultural subject by institute. The range of credit is 7-43 in compulsory cultural subjects and there are lot of differences among institutions. While all respondents require liberal arts as compulsary subjects, few respondents lists social science, natural science and behavioral science as required subjects. Social science-related subjects are frequently chosen as cultural subjects d) Distribution of creditsin cultural subjects by institute. The liberal art subjects are taught in 20 institute. English and physical education courses are taught in all instituions. The social science subjects are taught in 15 colleges and the basic Psycology and the Basic sociology are the most popular subjects. The natural science subjects are taught in 7 colleges and Biology and Chemistry are the most popular subjects among them. e) Distribution of credits in major basic courses by institute. Most of the institutes select Anatomy, Microbiology, Physiology, biochemistry and Pathology as basic major courses. f) Comparison of the required and elective courses for nursing major by institutions. Subjects and credit ranges in major are varing by institute. More than half of the respondents select the following subjects as required major subjects. (1) Adults Health Nursing and Practice (19.5 credits) (2) Mother and Child Care and Practice (8.9 credits) (3) Community Health Care and Practice (8.5 credits) (4) Psychiatric Nursing Care and Practice (8.1 credits) (5) Nursing Management and Practice (3.9 credits) (6) Fundamental of Nursing, Nursing Research and Health Assessment and Practice. Three institutions select Introduction to nursing, Rehabilitation Nursing, School Nursing, Public Health Nursing, Nursing English, Communication, Human Development as electives in nursing major. 3) Educational environment a) Nursing institution There are forty-three 3-year colleges and seventeen 4-year colleges and 81.4% of which are private b) Number of students and faculty 19.2% of the students are in 4-year colleges and 80.8% of the students are in 3-year colleges. In 4-year colleges, the number of nursing faculty members is in the other of assistant professor, instructor and professor. In 3-year colleges, the orderiis lecturer, associate professor, full time instructor and assistant professor. In 4-year colleges, 18.8 students are allocated per nursing faculty and in 3-year colleges, 33.1 students are allocated per nursing faculty. c) Clinical practices 66.7% of the 4-year colleges practice over 1201 hours in clinic and 28.5% of 3-year colleges practice over 1201 hours in clinic. In 4-year colleges, 11.5 students are allocated per nursing faculty and in 3-year colleges,17 students are allocated per nursing faculty The survey shows no difference in the procedure between 4-year colleges and 3-year colleges but 3-year colleges choose the more variety practicing site such as special hospital and community health clinic. d) Audiovisual facilities The survey shows a lot of difference in audiovisual facilities among institution and 3-year colleges are less equipped than 4-year colleges.

• Journal of the Korea Convergence Society
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• v.7 no.3
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• pp.121-129
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• 2016

This study explains the fundamental problems of MOOC (Massive Open Online Course) based on major survey results for MOOC and online courses conducted in the United States. Consequently, this study integrates the following conclusions and suggestions on how to improve MOOC and convergence of MOOC and universities under the current IT technology. First, the division into small sized classes will solve the problem of massiveness with MOOC. The problem of openness will be solved by providing differentiated courses based on placement tests; and the weakness of onlineness can be complemented through Flipped Learning methodologies. Second, in convergence of universities and MOOC, there are two desirable approache s: credit-free courses use the improved MOOC suggested in this study while credit courses are conducted by Flipped Learning, based on core online courses within departments. In addition, the credit courses offer intensive and supplementary ones together if possible. Third, MOOC will be utilized more widely as it will offer differentiated courses and be produced by education-based universities.

• Asian Journal of Innovation and Policy
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• v.4 no.3
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• pp.288-306
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• 2015

This study analyzes the determinants on employment of 4-year college graduates. Data were collected from nine semesters from 2009 to 2014 totaling 4,176 engineering graduates of University ‘A’ in the capital area of Korea. Employment is analyzed on three levels reflecting the quality of employment such as total employment, preferred jobs and the top 500 companies. Eighteen variables were divided into four categories such as private attributes, curriculum activities, non-curriculum activities, and job preparation activities. The Hierarchical Logistic Regression Model was used. The results are as follows: top determinants included in each definition of employment are departments group, gender, employment program, and internship program. Also, grade points in major and basic courses were added as a result of curriculum activities. There is no statistical significance in household income, club activities and employment preparation activities. Also, the curriculum for major intensive courses and multi-majoring imposed by the university are not effective.

• Journal of Practical Engineering Education
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• v.7 no.1
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• pp.11-16
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• 2015

Learners acquire knowledge through many years of majors and educated classes. They convergence of engineering problem solving that combine a variety of subjects are difficult. In this paper, we suggest practical engineering problem solving model combined major educational courses for example optimization problem of heat sink temperature reduction.

• Journal of the Korean Home Economics Association
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• v.37 no.11
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• pp.19-32
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• 1999

This study analyzed the curricula of fashion related majors at 4-year colleges in the USA, UK, Japan and Hong Kong as well as in Korea and compared the characteristics of the Korean curriculum with those of the four countries. A total of 124 curricula from 103 colleges were collected. Courses were divided into eight categories (including industry and market information; materials; merchandise planning; design; production; distribution and selling; basics; and consumption) representing the production and distribution process of fashion business. There were differences in course offerings among the five countries. Overall, curricula in Korea emphasized design and production (construction) areas and showed not much differentiation among colleges. While industry and market information, merchandise planning, and production (management) areas were emphasized in the USA , differentiation/specialization by major was observed . UK and Hong Kong had well-specialized curricula by major Japan seemed to offer traditional and consumption oriented courses. Based on the findings, some propositions for the Korean fashion curriculum were discussed.

• Journal of Korea Multimedia Society
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• v.22 no.4
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• pp.472-479
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• 2019

Today, computational thinking takes an important role in problem solving in software education. As a result, software education as liberal arts for non-CS major students is rapidly expanding. It is necessary to study the effects of computational thinking on software problem solving ability compared to traditional programming language education. In this paper, we propose an evaluation model for analyzing the effects of computational thinking on the overall software development process, and analyze how the problem solving process is different for learners who take computing thinking classes and programming language courses as liberal arts courses. As a result, students who learned computational thinking showed higher ability in problem analysis and design process.

• Journal of the Korean Society of Clothing and Textiles
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• v.36 no.1
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• pp.68-83
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• 2012

This study suggests a Korean fashion design education model through a comparison of the fashion design curriculum and education systems in the USA, Europe, and Korea. For this, a case study of fashion design curriculum and education systems in the USA was performed with literature reviews about education methodology and design process to develop creativity, following the prior study, A Comparative Study on Fashion Design in Europe and Korea. For the case study, 12 superior fashion design education institutions in the USA were chosen from fashionista (N.Y.) and the goals, the emphases, the constitution of the online curriculum of each undergraduate fashion design course were examined. As a result of this study, Korean fashion design education model (1+2.5+0.5 model), was proposed by integrating the education systems of the USA and Europe, as follow: First, Korean fashion design education institutions need to be characterized and the departments/majors should be gradually specialized by the major. Second, foundation courses prior to undergraduate courses or during the 1st year should be established to result in a multi- disciplinary basic education. Third, a project based major needs to be performed that connects fashion design subjects with their related subjects for 2 and a half years as of the $2^{nd}$ year. These projects can be progressed by problem-solving design process of problem-identification and brainstorming-research, analysis-design concept-design ideation, selection-design development, implementation-critical evaluation and solutions. Fourth, collaborative projects or integrated courses with related Liberal Arts or other art and design majors should lead to muliti-discilplinary education. Fifth, the chance of increased active industry-academy collaboration and actual employment or enterprise can be facilitated by the establishment of only the courses related to domestic or international internships during the $2^{nd}$ semester of the $4^{th}$ year.

• Journal of Engineering Education Research
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• v.16 no.3
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• pp.51-60
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• 2013

The paper addresses an issue of industry-joint engineering education paradigm with the purpose of setting a new standard for engineering education by development and support of competitive curriculum for the interdisciplinary team-based product development, a specialized and innovative engineering education program. In the department of MSDE (Mechanical and System Design Engineering), students are educated via three major courses for targeting engineering design, Creative Engineering Design (freshman), Design Process (Senior), and Creative Product Development (Junior). All these courses are based on personal tool exercises for design software and hardware and team-project group activities of the students with other team members. This paper will briefly discuss the main focuses of these courses and case studies of the teaching results targeting the development of telecommunication device.

• Journal of Science and Technology Studies
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• v.12 no.2
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• pp.185-204
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• 2012

This paper will analyze the development and management processes of the STS (Science and Technology Studies) course in the Division of Performative Humanities at College of Humanities, Hanyang University. The STS Course is one of the five integrated courses in Performative Humanities which are recommended for Humanities students as second major options. The Performative Humanities courses were established through support from the Ministry of Education, Science and Technology between 2005 and 2009. Then, these courses were integrated as the independent "Division of Performative Humanities", whose courses are being taught today. Among these courses, the STS course is a compositive course which is based on STS and links humanities, science and technology. The establishment of the STS course symbolizes a new integrative approach to interdisciplinary education both in terms of its contents and operation processes. This paper will discuss the roadmap of the STS course and how to manage its education system. The advantages and disadvantages of the course's development process and the result of its management procedures will also be analyzed. With the importance of integrated education being recognized, this paper will analyze how the interdisciplinary STS course is incorporated and operated as a major course in the University. This will enable readers to seek ideas for alternative integrated education models that can be applied in Korea's university system.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.22 no.6
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• pp.855-860
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• 2018

The IT technologies applying to IoT(Internet of Things), Big Data, and AI(Artificial Intelligence) are needed in the era of 4th industrial revolution. So, the IT convergence courses of computer science major which will be required in the companies in order to prepare the crises of 4th industry revolution are necessary. And, one approach to cope with this problem is the training of IT convergence man power based on NCS(National Competency Standard) education. In this paper, we propose and analyze the NCS education courses for computer science major in order to teach the students who are needed in the Korean domestic companies preparing the 4th industrial revolution. The skills and applications of Chatbot, Blockchain, and CPS(Cyber Physical System) for the post mobile and post Internet technologies are included in the proposed courses.