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SWOT 분석을 통한 베트남 고등교육의 현황과 발전 방안 연구 : 한국 고등교육과의 비교를 중심으로
딘티리번 부산외국어대학교 대학원 2016 국내석사
Nowadays, the postsecondary education in Vietnam still faces to mismatches in fulfilling needs for industrialization, modernization and international economic integration. And the quality of education does not yet meet the people's demand for tertiary learning. In order to deeply understand these difficulties, a scheme of strengths, weaknesses, opportunities and threats (SWOT) was used to analyze similarities and differences of the postsecondary education system between Vietnam and South Korea. From analyzing the postsecondary education system of South Korea, South Korea has modern highquality training models and international education projects applied successfully. They have attracted international students all over the world. It is one of important elements for the growth of national economy. For these advantages, researchers of previous works recommended that Vietnam should learn and apply successes of the postsecondary education system of South Korean. The main objective of this work is to investigate whether quality and goal of the development orientation for postsecondary education system in Vietnam match needs of socioeconomic development. Major contributions of this study are briefly described as follows. 1. For strategies of the Strengths and Opportunities (SO), though Vietnam has applied a modern education development program, the postsecondary education still maintains investments outside in order to improve entrance and graduation rates. 2. For strategies of the Weaknesses and Opportunities (WO), Vietnam faces to economic difficulties for improvement their education system. Therefore, it needs to attract investments from other countries by building an advanced education program. Besides, improvement of the quality of teaching staff is a key factor in postsecondary education programs. 3. For the strategies of Strengths and Threats (ST), the education program development should be attached with important factors such as creativity, autonomy, and responsibility. 4. For the strategies of Weaknesses and Threats (WT), it should focus on international competitiveness of the post-secondary education. In general, the postsecondary education system of Vietnam has to improve the quality of private universities and colleges as well. Furthermore, finance resources for education should be appropriately invested. If Vietnam achieves the goals of improving the higher education system aforementioned, the postsecondary education system will match the current needs.
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베트남에서 한국학과의 문화교육수업이 학습만족도, 언어교육 및 학습성과에 미치는 영향 분석 : 호찌민인문사회과학대학교 한국학과 중심으로
딘티리번 부산외국어대학교 일반대학원 2019 국내박사
본 논문에서는 호찌민인사대 한국학과의 문화교육수업과 교육과정, 교원자질, 교육환경, 학업자의 자기효능감 간의 관계를 분석하여 문화교육수업과 언어교육의 질, 학습성과와 학습만족도 간의 관계를 통계분석 기법을 활용하여 분석하였다. 본 연구의 목적은 첫째, 문화교육수업에 영향을 주는 요인이 무엇인지 알아보고자 한다. 둘째, 문화교육수업과 언어교육, 문화교육수업과 학습만족도; 문화교육수업과 학습성과; 학습성과와 학습만족도 간의 관계를 분석하도록 한다. 셋째, 이 연구의 결과를 바탕으로 호찌민인사대 한국학과 교육을 비롯하여 문화교육수업의 질을 향상시키는 제안을 모색할 것이다. 이를 위해서 호찌민인사대 한국학과 학생 252명을 대상으로 2018년도 설문조사를 실시하였으며 요인 간 관계분석을 위해 구조방정식 모형을 이용하였다. 분석 결과에 따라 문화교육수업에 미치는 영향력은 교육과정이 β= 1.00 (p<.001), 교원자질이 β= 1.103 (p<.001), 교육환경이 β= .812 (p<.001), 학업자의 자기효능감이 β= 1.057 (p<.001), 언어교육수업이 β= .753 (p< .001)로 나타나 교육과정, 교원자질, 교육환경 및 학업자의 자기효능감은 문화교육수업에 유의한 영향을 미치는 것으로 나타난다. 그리고 문화교육수업이 학습성과에 미치는 영향력은 β= .643 (p<.001), 학습만족도에 미치는 영향력은 β= .610 (p<.001), 언어교육에 미치는 영향력은 β= .753 (p<.001)으로 나타나 문화교육수업이 학습만족도, 언어교육, 학습성과에 영향을 미치는 것을 알 수 있다. 또한, 학습성과가 학습만족도에 미치는 영향력은 β= .211 (p<.001)로 나타나 학습성과와 학습만족도가 밀접한 관계가 있는 것을 알 수 있다. 그러므로 문화교육수업의 질을 개선하기 위하여 교육과정, 교육환경, 교원자질 및 학습자의 자기효능감과 같은 요소들의 질을 높여야 한다. 그리고 본 연구에서 사용된 측정도구가 전 베트남 한국학과 교육에 대한 사례에 적용할 가능성이 보인다. 주제어: 호찌민인문사회과학대학교, 한국학과, 문화교육수업, 교육과정, 교원자질, 교육환경, 학업자의 자기효능감, 학습성과, 언어교육, 학습만족도 This study aims to analyze the relationship between cultural education and other factors such as curriculum, quality of teachers, quality of educational environment, self-efficacy of students with the case of Korean Studies of Ho Chi Minh City University of Social Sciences and Humanities. This study analyzed the correlation between cultural education and language education; cultural education and learning satisfaction; cultural education and learning outcomes; learning outcomes and learning satisfaction. Based on the analysis this study intended to propose the way to improve the quality of cultural education at the Korean Studies of Ho Chi Minh City University of Social Sciences and Humanities. The data collection was conducted with a questionnaire survey of 252 students from Korean Studies of Ho Chi Minh City University of Social Sciences and Humanities in 2018, and the structural equation model was used to analyze the relationship between the factors. According to the results of analysis, the influence of cultural education on curriculum was β= 1.00 (p <.001), quality of teachers was β= 1.103 (p <.001), and educational environment was β= .812 (p<.001), and self-efficacy of students was β= 1.057 (p <.001), and language education was β= .753 (p<.001). The analysis confirms that learning satisfaction, language education, and learning outcomes have correlated with cultural education. The unstandardized coefficients of cultural education to learning outcomes was β= .643 (p<.001), learning satisfaction was β= .610 (p <.001). It confirms that cultural education affects learning satisfaction, language education, and learning outcomes. In addition, The unstandardized coefficients of learning outcomes to learning satisfaction was β= .211 (p<.001), which indicates that learning outcomes and learning satisfaction are closely related. Therefore, in order to improve the quality of cultural education, quality of factors such as curriculum, educational environment, quality of teachers, and self-efficacy of students should be improved. And the measurement tools used in this study could be applicable to the other cases of Korean studies education in Vietnam.
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