학술지공학교육연구19권 4호 47~59p / 2016년 07월
This paper explores antecedents of entrepreneurial and job search intentions based on the theory of planned behavior. Additionally,
it examines the impact of entrepreneurship and job search education on these antecedents of entrepreneurial and job search intentions.
The research model has been validated by analyzing 1,432 responses from undergraduate students in South Korea. The results of analysis
provide several findings: First, entrepreneurship attitude, entrepreneurship subjective norm, and entrepreneurship self efficacy showed
significant positive effects on entrepreneurial intention, but their effects on job search intention were insignificant. Second, while job
search attitude showed significant positive effects on both intentions, job search subjective norm showed a significant effect only on
job search intention, and job search self efficacy showed a significant effect only on entrepreneurial intention. Third, entrepreneurship
education increased all the antecedents of entrepreneurial intention, and reduced job search attitude. These results imply that entrepreneurship
and job search education should be managed comprehensively, considering their cross-effects on the antecedents of entrepreneurial and
job search intentions.
학술지공학교육연구19권 4호 35~46p / 2016년 07월
With the emphasis on core competencies, the University of Seoul has exerted efforts to reflect the importance of core competencies
in university curricula. The main assessment tool used in Korea is the Korea Collegiate Essential Skills Assessment (K-CESA), developed
by the Korea Research Institute for Vocational Education and Training (KRIVET). This study examined whether core competencies
measured using K-CESA are valid as a tool for assessing educational achievements among college students, and analyzed the correlation
between K-CESA scores and course grades. The analysis was performed on approximately 204 engineering students at the University
of Seoul. According to the correlation analysis between core competencies and courses, MSC courses were shown to be related to
the resource and through information use competency and higher order thinking competency. Through the Analysis of Variance, students
in the accreditation programs and students living in urban area showed higher competency scores. In the multiple regression, it was
shown that Accreditation and MSC courses grades were the important variables to predict the competency of the students. Based on
these findings, we confirmed that the K-CESA tool has a certain level of correlation with academic performance and that it functions
as one of several ways to evaluate the program outcomes of engineering education accreditation.
학술지공학교육연구19권 4호 24~34p / 2016년 07월
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.
학술지공학교육연구19권 4호 14~23p / 2016년 07월
This study is to analyze the team interaction in accordance with the team size. Thereby, it is to reveal the team size for the attainment
of the effective team interaction and the specific goals to achieve the purpose of this study are as follows. Firstly, the frequency and
percentage of team interaction in accordance with the team size are presented. Secondly, the statistical verification of the team interaction
in the social emotional area is conducted. Thirdly, the statistical verification of the team interaction in the task area is conducted. In
order to do this study, we explain the purpose of study, confidentiality, and withdrawal right were described and then 32 persons who
agreed to participate were selected as the subjects for the study. After that, the autonomous organization of team was induced and
a total of 8 teams were organized - 3 teams comprised of 3 members, 3 teams of 4 members, 1 team of 5 members, and 1 team
of 6 members. Further, Bales' (1950) Interaction Process Analysis (IPA) was used in order to analyze the team interaction, and Mangold
INTERACT was used as a coding program. The results of study are as follows. Firstly, the highest frequency of the team interaction
showed up in the case of five or six members and the lowest in the case of 3 members. Secondly, a statistically significant difference
in the social emotional (positive) area showed up in accordance with the team size and the team organizations of three or four members
were effective. Thirdly, a statistically significant value in the answer area showed up in accordance with the team size and the team
organizations of five or six members were effective.
학술지공학교육연구19권 4호 3~13p / 2016년 07월
The purpose of this study was to investigate engineering professors’ perceptions on the key competencies for engineering students (i.e.
creativity, problem solving, designing, field application, etc.) and their instructional efforts to promote the competencies. The guiding
research questions included 1) to what extent engineering professors perceived the key competencies as the important qualification that
engineering students should obtain in college, 2) to what extent the professors put in a great deal of effort to promote such competencies
in their teaching, and 3) how their perceptions on the key competencies correlated with their instructional practice. Two hundred fifteen
engineering professors affiliated to diverse fields voluntarily participated in the study and filled out 5 point-Likert scale survey items.
In results, despite of some range of variation on their perceptions according to the fields, most of the engineering professors highly
valued the four key competencies. However, compared to the perceptions, engineering professors in some engineering fields relatively
less focused on promoting the competencies in their teaching practice
학술지공학교육연구19권 3호 54~64p / 2016년 05월
The purpose of this study was to analyze needs of convergence education on engineering and human resource development (HRD) for students in H university for increasing creative problem solving skills. To achieve the research purpose, needs analysis was conducted to students through in-depth interview about students’ project experience for graduation in H university. The research finding shows that the converged areas between engineering and HRD are: connecting technologies to social context, problem solving skills, leadership, communication skills, and teamwork skills. Based on the derived five converged areas, objectives and method of the engineering-HRD convergence education are discussed. As an effective teaching and learning method, a problem-based learning and a project method are suggested. Finally, considerations for successful implementation of the engineering-HRD convergence education are discussed.
학술지공학교육연구19권 3호 44~53p / 2016년 05월
In the engineering students, MSC is the most important basic areas in education. Also, the calculus is a main subject in the MSC. So calculus has been operating the annual number of courses at the university. We introduced the concept of joint control ; the joint syllabus, test and assessment. In harsh conditions to maintain joint control system of the calculus, we built a computer-aided-system to manage web-based result processing system. In this paper, we discussed the necessity and effectiveness of joint control system for calculus.
학술지공학교육연구19권 3호 35~43p / 2016년 05월
The purpose of this study is to explore directions for improvement of teaching at college of engineering based on analysis of differences from course evaluation of students and instructors. Data was collected from 86 instructors’ ratings on courses and their 3004 students’ ratings on courses at college of engineering in a two-year, a three-year college and a University from 2010 to 2013. The results of the survey indicate significant differences in the statistics from the several questions between the instructors and the students as well as between the course in a two-year, a three-year college and in a University. First, instructors’ self evaluation of the course is higher than students’ satisfaction ratings of the course on the average. Instructors’ self evaluation are high on the questions ‘The subject was proper for the course’, ‘The course provided the latest theory and trend of the field’, and ‘Fairness and objectivity about the exams and the assignments'. Also, the difference between Instructors and students on the questions is significant in the statistics. The professor must make sure that students know well how to organize the course content and the method for feedback to test result and homework. Second, instructors have higher satisfaction ratings on the six questions and students have higher satisfaction ratings on the one question(‘Make students participate in the class effectively’) at a two-year and a three-year college. However, students have higher satisfaction ratings on the three questions(‘Make students participate in the class effectively’, ‘Concern about students’ learning process’, and ‘Use of E-learning and media equipments’) and instructors have higher satisfaction ratings on the one question. It means instructors at a University feel pressure on a teaching and they are unsatisfied with their teaching skills. Third, the result of comparing six parts of the questions shows that students’ satisfaction ratings are higher on ‘Students participation’ and ‘Application of media equipments’ parts whereas instructors’ self evaluation are higher on ‘Exams and assignments’ part. Fourth, the question ‘Make students participate in the class effectively’ is significant in statistic based on comparison of instructors and students, and comparison of in a college and a University. Students’ satisfaction ratings are higher than instructors’ self evaluation
학술지공학교육연구19권 3호 23~34p / 2016년 05월
Teaching orientations represent teachers’ general way of conceptualizing their teaching. The orientations are regarded as a very important factor in developing teachers’ pedagogical content knowledge because they often guide their instructional decisions such as the selection of contents and teaching strategies, the use of curricula materials, and the evaluation of learning. Thus, understanding teachers’ orientations can provide meaningful suggestions to understand their instructional approaches and furthermore to enhance the quality of engineering education in college. The research question for this present study was what kinds of teaching orientations engineering professors possessed in teaching engineering courses and how the orientations were represented in their teaching. Six engineering professors, particularly interested in instructional approaches, participated in the research. The data sources included in-depth interviews with individual professors, classroom observations with field notes, and related documents. In results, four teaching orientations toward engineering courses were identified: 1) expert knowledge in engineering, 2) engineering practice, 3) social practice, and 4) interdisciplinary design. Individual professors had between one to three different teaching orientations. Even though the professors had similar orientations but their instructional strategies somewhat varied based on the disciplines.
학술지공학교육연구19권 3호 13~22p / 2016년 05월
The purpose of this study is to analyze middle and high school technology teachers' recognition and educational need about engineering education. For this, we surveyed secondary school technology teachers. The result of this study is as follow. First, most technology teachers perceive that engineering contents are lack in technology education, therefore they recognize the needs of reinforcement of engineering contents. Second, most technology teachers perceive that present technology subject does not give positive affect to students for their own career selection on engineering field. Furthermore, they perceive that if it contained the contents of engineering in technology education, students would experience creative design and problem solving process. Third, most technology teachers perceive that they are able to teach engineering in technology education and they need the change of national curriculum and the development of engineering program contents. Fourth, they perceive that the 7∼9 grade is the best grade to start to study engineering in elementary and secondary school. Fifth, they perceive that ‘design’, ‘problem solving’ and ‘creative thinking’ are the priority of educational needs of teaching ability and knowledge about engineering. Sixth, they perceive that the aerospace engineering, the electrical engineering, the electronic engineering, the mechanical engineering, the computer engineering and the environmental engineering are the priority of educational needs of teaching knowledge about engineering fields.