Korea Research Institute for Vocational Education and Training
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Global HR Forum 2013
No full text* 선도적인 인적 자원 개발 우수사례 공유 및 실제적인 문제해결능력 배양
- 각국 정부ㆍ기업ㆍ대학ㆍNGO 및 국제기구 등의 HRD 경험ㆍ정보 확산
- 다양한 기업 현실에 맞게 정부 및 대학의 바람직한 혁신 방향과 내용 발견- 세계적인 CEO 등 초청, 우수인재 채용 및 교육 방식 벤치마킹
* 인적 자원 관련 세계적 추세 파악 및 국내 정책의 국제적 홍보를 위해 국제적 정보 교류 및 협력 채널 구축
- 각국 정부, 국제기구들과 정책 정보 교류 및 협력 채널 구축
* 본 포럼을 통해 직능원 위상 및 연구수준 고양
- 원내 연구 성과의 대외 홍보 강화
- 글로벌 이슈를 선도하고 이슈에 대응하는 연구를 발굴하고 수행- 직능원의 국내외 여론 주도 등을 도모제1장 서 론1
제1절 글로벌 인재포럼 개최 배경 및 필요성3
제2절 글로벌 인재포럼의 목적과 의의4
제3절 글로벌 인재포럼의 기대효과5
제4절 글로벌 인재포럼의 조직 운영6
제2장 제8차 글로벌 인재포럼 2013 개요 및 평가11
제1절 제8차 글로벌 인재포럼 2013 개요13
제2절 글로벌 인재포럼 2013 세션 구성17
제3절 글로벌 인재포럼 2013 세션 논의 내용28
제4절 글로벌 인재포럼 2013 평가177
제3장 글로벌 인재포럼 2013 운영상 문제점 및 개선 방안207
제1절 글로벌 인재포럼 2013 운영상 문제점209
제2절 글로벌 인재포럼 2013 개선 방안216
부 록_223
글로벌 인재포럼 만족도조사지 3종(주최기관용, 참가자용, 참여인사용)22
A Study on the Improvement of Engineering Education for the Interdisciplinary and Practical Engineer on Demand-driven
No full text본 연구는 4년제 대학 공과대학 학생들의 공학, 인문, 사회, 경영, 이학, 예술과의 융합교육 현황을 파악하고, 산업체의 요구조사, 외국 사례 분석을 통해 융합·실무형 공학 인재를 육성하기 위한 방안을 제시하는 것이 목적이며, 이를 위해 다음과 같은 세부 연구목표를 설정하였다.
첫째, 융합·실무형 공학 인재에 대해 고찰한다.
둘째, 공학 인재의 육성을 위한 정책 사업을 분석한다.
셋째, 융합·실무형 공학교육 프로그램 사례를 분석한다.
넷째, 산업체의 공학교육 및 프로그램 요구를 분석한다.
다섯째, 공학 인재 육성을 위한 정책 방안을 개발한다.1. The Purpose of the Research
The purpose of the research is to present improvement of engineering education for the interdisciplinary and practical engineer on demand-driven. For achieving the purpose, five contents are conducted as follows; 1) analyzing the status of government engineering education policy, 2) analyzing the case of program of engineering education, 3) analyzing the survey for the industry, 4) propose the direction of engineering education improvement for the interdisciplinary and practical engineer on demand-driven. Literature review, focus group interview(FGI), experts’ council, and seminar were conducted.
2. The Status of the Government Engineering Education Policy
A creative and interdisciplinary manpower not only collaborate ability from technologies to other technologies, but also unionize the ability for human and social science and technological fields. A core manpower in the Engineering field requires a creative, practical science and technology talents. Therefore, A practical-reliable engineer has the knowledge for engineering and its adjacent fields. Then we need to cultivate interdisciplinary and practical manpower.
In 2011, MEST (Ministry of Education, Science and Technology; Park, Geun-Hye administration would divide MEST again into the Ministry of Science, ICT and Future Planning and Ministry of Education in 2013) launched Science, Technology, Engineering, Arts, and Math (STEAM) education as a main policy for reorganizing the curriculum. The STEAM education focuses on overcome the obstacle of the existing strict curriculum, promote divergent thinking, and ultimately aim at being the powerhouse of creative talents.
3. The Case Studies of Engineering Education Program
The research has been conducted several cases with universities; School of Integrated Technology at Yonsei University, School of Integrative Engineering at Chungang University, Scranton Honors Program at Ewha Womans University, Global Edison Academy at Handong Global University, Department of Integrative Engineering at Hanyang University ERICA Campus and Industrial Professional Practice in Korea University of Technology.
4. The Survey for the Industry
We have asked a total of 525 companies about the current status of engineering education, needs for interdisciplinary and practical engineers, and the suggestion for nurturing the talents. They have answered that current engineering education in university is not suitable for nurturing practical talents. Especially education at the university is less effective and does not reflect the function of industry. Then the most required skill for interdisciplinary and practical engineer is problem solving (4.41 out of 5), knowledge and understanding in basic major field (4.37 out of 5). New employees in engineering are on the below normal level for practical adaptability. therefore, the companies directly cultivate manpower by in-house training (71 out of 100), adapt the experienced instead of the news (26 out of 100), support to learn the lack of education (3 out of 100). Also they need the interdisciplinary and practical engineers (4.10 out of 5), specifically one or five that engineers.
5. The Direction of Engineering Education Improvement
The analysis of industry demand and case studies need to examinate by convergence related to major, convergence major. and convergence technology. If the condition of making those majors is difficult, there is chance to opening courses and programs. For example, convergence course operations, convergence capstone design operations, training courses and organized field trips, voluntary activities linked operations, problem-solving skills and basic skills programs.
In order to reinforce school - industry cooperation, it is considered utilization of organizing industry experts, well-management of contracted convergence department, systematized investigation of industry trend and demand, and policy support incentives under the government level.요 약
제1장 서 론_1
제1절 연구의 필요성 3
제2절 연구의 목적 5
제3절 연구의 내용 5
제4절 연구의 방법 6
제2장 융합·실무형 공학 인재 이론적 고찰_9
제1절 융합기술의 개념 및 정책 동향 11
제2절 융합·실무형 공학 인재의 개념 17
제3절 공학 인재 양성 및 요구 역량 21
제4절 종합 및 시사점 35
제3장 공학 인재 육성을 위한 정책 사업 분석_37
제1절 국내 공학 인재 육성을 위한 정책 사업 39
제2절 국외 공학 인재 육성을 위한 정책 사업 49
제3절 종합 및 시사점 59
제4장 융합·실무형 공학교육 프로그램 사례 분석_63
제1절 국내 대학의 융합·실무형 공학교육 프로그램 65
제2절 국외 대학의 융합·실무형 공학교육 프로그램 91
제3절 종합 및 시사점 113
제5장 산업체 공학교육 및 프로그램 요구분석_117
제1절 요구분석 개요 119
제2절 융합·실무형 인재 양성을 위한 공학교육 실태분석 122
제3절 융합·실무형 공학 인재에 대한 요구 126
제4절 융합·실무형 공학 인재 육성 방안 131
제6장 융합·실무형 공학 인재 육성 방안_135
제1절 수요 지향적 융합·실무형 공학 인재 육성 방향 137
제2절 공학 인재 육성을 위한 교육과정 및 프로그램 운영 방안 139
제3절 공학 인재 육성을 위한 산학협력 방안 152
SUMMARY_157
참고문헌_161
부 록_165
설문지(안) 16
[패널브리프] 조직문화와 직무에 대한 근로자의 인식
No full textⅠ. 서론
□ 미국 및 유로존 재정위기 등으로 최근의 기업 환경은 더욱 불확실하고 강도 높은 경쟁 상황에 직면해 있음. 이에 기업은 조직문화 개선과 근로자의 직무만족 및 조직몰입 향상을 통한 기업 경쟁력 제고에 더욱 힘쓰고 있음.
□ 최근 기업 환경이 더욱 불확실하고 단기적으로 급변하는 상황에서, 성과 향상 주체인 근로자가 인식하는 기업의 조직문화와 직무만족, 조직몰입의 수준이 어떠한지에 대한 조사·분석의 필요성이 증대하고 있음.
□ 기존 연구 검토 결과, 기업 조직문화에 대한 근로자의 인식과 직무만족, 조직몰입 등이 기업 성과와 밀접한 상관관계가 있음.
□ 본고에서는 인적자본기업패널 4차(2011)년도 자료를 중심으로 근로자가 인식하는 기업 조직문화와 직무만족, 조직몰입 수준에 대하여 업종별·규모별로 분석함.
Ⅱ. 분석자료
□ 본고에서는 인적자본기업패널 4차(2011)년도 자료를 활용하여 업종과 규모별로 분석함.
□ 인적자본기업패널 4차(2011)년도에는 총 500개 기업이 조사되었으며, 이중근로자 조사가 병행된 기업은 총 456개임.
□ 인적자본기업패널 4차(2011)년도에는 근로자 10,064명이 조사됨.
□ 기업의 조직문화 및 직무만족, 조직몰입에 대한 근로자 인식 점수는 근로자 설문 내용 중에서 선별하여 산출하였음.
Ⅲ. 조직문화에 대한 근로자 인식 비교
□ 자사 인재우대에 대한 근로자 인식 점수는 5점 만점에 3.46점으로 나타남.
□ 인재우대 세부 항목별로는 우수인재 우대 3.47점, 명확한 HRD 비전 3.40점, 인재 중요성 강조 3.51점으로 나타남.
□ 자사 의사소통에 대한 근로자 인식 점수는 5점 만점에 3.35점으로 나타남.
□ 의사소통 세부 항목별로는 직원과 회사사정 공유 3.31점, 자유로운 의견 제시 3.42점, 부서 간 의사소통 3.31점으로 나타남.
□ 자사 신뢰관계에 대한 근로자 인식 점수는 5점 만점에 3.46점으로 나타남.
□ 신뢰관계 세부 항목별로는 '동료에 대한 신뢰' 3.60점, '공정한 평가 및 보상' 3.27점, '경영진을 신뢰' 3.52점으로 나타남.
Ⅳ. 직무에 대한 근로자의 인식 비교
□ 직무만족에 대한 근로자 인식 점수는 5점 만점에 3.57점으로 나타남.
□ 직무만족 세부 항목별로는 '일 만족' 3.72점, '임금 만족' 3.23점, '인간관계 만족' 3.77점으로 나타남.
□ 조직몰입에 대한 근로자 인식 점수는 5점 만점에 3.38점으로 나타남.
□ 조직몰입 세부 항목별로는 '조건 좋아도 이직 안 함' 3.18점, '회사 문제는 내 문제' 3.70점, '이 회사는 내 인생' 3.11점, '충성할만한 회사' 3.54점으로 나타남.
Ⅴ. 근로자 인식과 기업 재무성과
□ 1인당 매출액은 전체 평균이 약 7억 2천만 원으로 나타났으며, 1인당 경상이익은 약 4천 5백만 원으로 나타남.
□ 기업의 1인당 매출액 및 1인당 경상이익과 근로자 인식간의 상관관계를 분석한 결과, 기업의 조직문화에 대한 근로자의 인식이 긍정적이고, 직무만족 및 조직몰입 수준이 높을수록 재무 성과 역시 높아지는 것으로 나타남.
Ⅵ. 결론
□ 기업의 조직문화와 직무에 대한 근로자의 인식을 업종, 규모별로 비교·분석한 결과 업종별로는 금융업이, 규모별로는 1,000명 이상의 기업이 높은 것으로 나타남.
□ 기업 조직문화에 대한 근로자의 인식과 직무만족, 조직몰입 점수가 높을수록 기업의 재무성과도 함께 높아지는 경향이 있었음.
□ 최근의 기업 환경이 더욱 단기적이고 급격하게 변하고 있는 만큼, 기업의 재무성과와 밀접한 관계를 갖는 직무만족, 조직몰입 제고를 위한 다각적 시도가 필요함
학자금 조달 방식과 대학생활
Get PDF장학금 수혜자의 공부 시간이 가장 길며(전액 장학금 14.6시간, 부분 장학금 11.2시간) 부모 지원(9.7시간), 본인 조달/융자(7.2시간)의 순으로 나타남.
수업태도도 장학금 수혜자가 가장 좋고(5점 만점에 전액 장학금 3.85점, 부분 장학금 3.79점) 부모 지원(3.72점), 본인 조달/융자(3.68점)의 순이었음.
학업 외 취업준비활동도 장학금 수혜자가 가장 적극적임. 희망 직업을 결정해서 준비하고 있는 비율이 전액 장학금 수혜자 51.6%, 부분 장학금 수혜자 50.9%, 부모 지원 42.3%, 본인 조달/융자 42.1%였음.
지도교수와의 관계 형성, 동아리 활동 등 재학 중 네트워크 구축 노력도 장학금 수혜자가 가장 적극적임.
재학 중 근로 경험 비율은 본인 조달/융자의 경우 45.9%로 가장 높아(전액 장학금 26.2%, 부분 장학금 35.8%, 부모 23.8%), 이들의 대학생활 충실도가 낮게 나온 원인 중의 하나도 여기에 있는 것으로 판단됨.
일반적인 장학금의 확대와 더불어, 재학 중 근로 경험이 학업에 큰 부담을 주지 않거나 학업과 연결될 수 있도록 국가근로장학금제도를 개편하고 확대해야 함.Scholarship recipients on average spend the longest time studying (students with full scholarships, 14.6 hours; students with partial scholarships, 11.2 hours), while students who are supported by their parents spend an average of 9.7 hours studying, and students who finance their own studies or take out loans spend 7.2 hours.
With respect to attitude in class, scholarship recipients scored the highest (on a 5-point scale, students with full scholarships, 3.85; students with partial scholarships, 3.79), while students who are supported by their parents scored 3.72 points, and students who finance their own studies or take out loans scored 3.68 points.
Scholarship recipients are also most active in undertaking employment preparation activities. The percentage of students from each group who have decided on their desired occupations, and are making preparations accordingly is: 51.6% among students with full scholarships; 50.9% among students with partial scholarships; 42.3% among students who are supported by their parents; 42.1% among students who finance their own studies or take out loans.
Scholarship recipients are also most active in establishing relationships with their academic advisors, participating in club activities, and making networking efforts during college years.
It should also be noted that self-financed or loan-dependent students have the highest percentage of students undertaking work experience during college years with 45.9% (students with full scholarships, 26.2%; students with partial scholarships, 35.8%; students supported by parents, 23.8%), and this is regarded as one of the factors that resulted in their low levels of academic devotion.
In addition to expanding general scholarships, it is necessary to reform and expand the National Work-Study Program so that students' work experience does not create a huge burden on their studies, and that it can be linked to their studies
서비스업 숙련부족 실태
Get PDF2012년 서비스업 분야 30인 이상 사업체의 부족 인력은 7만 2천 명(인력부족률 2.4%), 부족 인력 중 숙련이 부족하여 채용하지 못한 인력은 1만 5천 명(부족 인력 대비 21.3%)
재직자 중 기업이 요구하는 숙련 수준을 갖추고 있지 못한 근로자의 비중(숙련부족 재직자 비율)은 8.8%
대기업에 비해 중소기업이 더 심각한 숙련인력 부족을 겪고 있음.
채용 시 구인난이나 숙련인력 부족을 겪은 기업일수록 숙련부족 재직자 비율도 더 높음.In 2012 enterprises with 30 or more employees in the service industry indicated a manpower shortage of 72,000 (manpower shortage ratio of 2.4%), among which 15,000 (or 21.3% of manpower shortage) could not be filled due to lack of skills.
Among employees, the proportion of those who failed to meet the skill levels required by employers reached 8.8%.
Small and medium-sized enterprises (SMEs) are experiencing the more severe skills shortage than large ones.
The proportion of employees lacking skills was higher in enterprises that had difficulties in attracting a sufficient number of qualified applicants or went through skills shortage at the recruitment stage
A Study on the Types of Career Development of Vocational High School Students
Get PDF이 연구에서는 2011년에 실시된 ‘고졸자 취업진로조사(HSGOMS)’ 자료를 활용하여 특성화 고등학교 학생의 진로발달을 이차원적으로 유형화하고, 이를 토대로 개인특성 및 진로지도 만족도와의 관계를 분석하고자 하였다. 이를 위해 특성화 고등학교 학생의 진로발달을 취업목표 설정과 진로준비행동이라는 두 가지 차원에 기초하여 이차원적으로 유형화하고, 개인특성(성별, 계열, 성적, 전공 선택) 및 진로지도 만족도(학교 진로지도, 학교 취업지원, 가정 진로지도)와의 관계를 확인하였다. 분석 결과, 특성화 고등학교 학생의 진로발달 유형은 A타입(29.9%), B타입(13.8%), C타입(25.0%), D타입(31.3%)의 분포를 보이는 것으로 나타났으며, 이러한 진로발달 유형이 개인특성 및 진로지도 만족도 관련 변인과 유의미한 관계가 있는 것으로 나타났다. 이러한 연구 결과를 바탕으로 특성화 고등학교에서의 진로지도 및 진로교육을 위한 몇 가지 시사점을 제시하였다.Referencing data from the High School Graduates Occupational Mobility Survey (HSGOMS), this study seeks to identify the types of career development of vocational high school students and to analyze the relationship among individual characteristics, satisfaction to career guidance and the types of career development. When the two variables including goal setting for getting a job and career preparation behavior are considered at the same time, four different types of career development are obtained: ideal, pseudo, behavioral and immature type.
According to the results of this study, the distribution ratio of the types of career development is as follows: ideal type(29.9%), pseudo type(13.8%), behavioral type(25.0%); and immature type(31.3%). The relationship between the types of career development and some of variables concerning individual characteristics and satisfaction to career guidance is statistically significant. Based on this results, some implications on career guidance and education in vocational high school are suggested
Performance Analysis on Education and Trainingof Non-regular Workers
Get PDFThis study was conducted to evaluate the performance of the education and training of non-regular workers and to suggest implementation and remedies. It also aims to provide methods to apply the outcomes from the previous researches to conducting future research related to effectiveness of non-regular workers education and training.
This research highlights on defining the concept of non-regular workers, making a diagnosis of current status, evaluating the effectiveness of non-regular workers education and training, and finding measures to post-manage the each programmes for non-regular workers. The outcomes of this research are collected from analysis of previous researches, survey and in-depth interview with non-regular workers and experts, and meeting and seminars with experts in the fields
Analysis on Labor Market Achievement of Science-Engineering School Graduates by their Major and Policy Suggestion
Get PDFThis study aims to analyze the necessity of improving curriculum in response to technological changes through the analysis on labor market achievement of science & engineering school graduates by major. This study proposes policy tasks related to HRD improvement of science & engineering majors.
This research looks into following research question.
-Is there any difference in major of science & engineering in the trend of achievement in labor market?
- How do technological changes in each major appear?
-Is labor market achievement related to compatibility and usefulness between job and major?
- Are technological changes by major related to labor market achievement?
Policy tasks will be explored comprehensively by reviewing the analysis result from these study questions and related HR status and policy status. Analysis related to study questions provides insights for exploring the direction of policy tasks and details of them.
The analysis on the change of employment status in lifetime cycle by major at university, science school and engineering school, which are conventionally classified as science-engineering school, show significant differences in labor market. Thus, this study reflects the necessity of the separation between science school and engineering school presents that there should be separation between science school and engineering school in case of analysis on labor market achievement and developing policies in related fields...
A Study on Measurement Methods forQualification and Skill Mismatch of Youth
Get PDFDespite growing concerns about actual and individual costs deriving from qualification and skills mismatches, the reliability and validity of the method that measures such mismatches has not been thoroughly examined. Considering the fact that typical domestic panel surveys and existing researches often diagnose mismatches based on only one question, it is basically impossible to verify the reliability of measurement for mismatches. This research focuses on clarifying the limitation of the measurement method and identifying an improved method of measurement in terms of reliability and validity. In other words, the objective of the study lies in clarifying the problem related to the measurement of qualification and skill mismatches, and exploring an alternative solution. The research questions are as follows:
1) How did the existing research measure qualification and skill mismatches? What are the characteristics, as well as merits and demerits of each method?
2) What elements need be considered in order to measure qualification and skill mismatches in a simple, reliable and valid manner?
3) What questions can be used to reliably and validly measure qualification and skill mismatches? How is the reliability and validity of the instruments? What strengths did the instruments develop through this research, in comparison to existing tools of measurement?
4) What is the current state of qualification mismatches for youth? What differences are existing between the “required qualifications” that employers demand and the “appropriate qualifications” that workers perceive?
5) In the process of perceiving skills mismatches, do they put different weight on general skills and specific skills?
6) What is the relationship between qualification and skill mismatches? In what proportions do genuine qualification mismatches and apparent qualification mismatches appear amongst the country's youth? ..
A Study on Measures for Collaboration between Large Companies and Small & Medium-sized Enterprises through Education and Training
Get PDFThe Korean government has emphasized the mutual collaboration between large companies and small and medium-sized enterprises (SMEs) as a major economic policy for increasing competitiveness in business. Since the recent trend has been moved from inter-firm competition to network competition including large and small firms, the collaboration between big and small companies should be improved. Then, an establishment of collaborative relationship between them is critical in the areas where both companies could benefit from the cooperation. In this sense, education and training is one of the vital parts for the business collaboration.
However, while the importance of cooperation in education and training is generally accepted in practice, there has been little concrete research on investigating the affecting factors and outcomes of collaboration in education and training between large companies and SMEs. In addition, it is necessary to review the collaborative status in terms of education and training area including both large companies and SMEs in manufacturing industry and non manufacturing industry.
Then, the purpose of this study was to suggest policy measures for large firms and SMEs to enhance collaboration in education and training. More specifically, the current research examined the problems and assessed the needs in the cooperative system of education and training between large companies and SMEs in supply chains. Additionally, this study investigated the antecedents and consequences of large and small business cooperation focused on education and training. Moreover, three case studies were conducted for large business and SMEs in supply chain respectively.
To address the research purpose, the study employed surveys of large and small business as well as case studies. Based on the results of the study, policy implications are suggested to enhance the collaborative relationship between large firms and SMEs in education and training. The policy measures are suggested for government and large and small business