한·중 무역학 교과과정의 비교연구

한설매 건국대학교 대학원 2010 국내석사

In 2001, a new demand put forward to international trade human resources after China's accession to WTO. In a competitive era, Korea industrial structure and electronic commerce has changed a lot. Under WTO, there is a global shift from the industrial sector into a full liberalization and include universities’ change. In order to meet these requirements and changes, universities should be analysis of trade school education, to identify problems and to improve. The Universities’ education is mainly focus on theory instruction not for practical training, it result that students are weak in practice. The author is in order to cultivate men of talent in the completion of the business of international trade on the combination of theory and practice. The ultimate purpose of universities’ education is implementing the policies to train out more and more personnels. Therefore, in order to train high-quality trade professionals, universities should strengthen trade education. The method of strengthening and developing university trade education is to constitute appropriate trade education courses and operate effectively; it plays a significant role in strengthening and improving the quality of education. International Trade needs to practice and also closely relate with law. Thus, we should enrich students’ knowledge and enhance their abilities. The International Trade curriculum exists following questions. In China, students spend more time in specialty courses but neglecte the basic courses. The proportion of required course is higher than optional course .Students attach importance to Theory ,but pass over practice. The curriculum content is out of date and does not have enough case analysis. After learning the theory , they do not have enough opportunity and time to carry out what they have learned. Korean International trade major combines with economics. If they combine with other subjects, it reduces a substantial part of the contents. According to the combined form, they delete from the original content. According to the above problems, we would like to take some improvement. 1. Need to add new policies and regulations to teaching 2. Use two languages to teach students 3. Teaching case study 4. Change test method International Trade curriculum should include a wide range of content. International trade curriculum does not teach all of the involved issues. First of all, teaching basic course, then more difficult content is based on features or close to the relevant content. Enhance to students’ professional competence and comprehensive ability. Promoting rationalization of the curriculum name.

한·중 무역학도의 문화가치, 인식 및 행동에 관한 비교연구

이건형 동국대학교 2004 국내석사

Korea and China stand in the middle of Cooperaton and Competition with the business relationship increased. Korea has the need to find the approach to the best business partnership with China as an asymmetric social dilemma increases. This paper investigates the differences in cultural values between Korean and Chinese college students using Schwartz's(1994) value survey focused on the 2 cultural dimensions - individualism/collectivism and hierarchical/egalitarian dimension administrated independently of the simulation exercise. In addition, this paper not only compares the behavior and cognition of Korean and Chinese college student but also investigates whether behavior in asymmetric social dilemma can be predicted by cognition. Data from 'Sharc' simulation exercise, which is an asymmetrical social dilemma where each party has different interests in reducing harvest for future benefit, done on Korean and Chinese college students are compared in terms of cognition included in egocentrism and expectations of other's behavior, and behavior included in cooperation and equality allocation. The role of communications through the expected and actual harvesting behavior in the 2 cultures as well as implications for trade partnership between Korea and China are provided. A research model and 4 hypotheses were set up to compare the cultural values, cognition, and behavior between Korean and Chinese college students, and 1 hypothesis was set up to investigate whether cognition can be predicted by behavior. To implement the study, Schwartz's(1994) value survey were collected from one hundred and forty eight Korean and eighty Chinese college students who are studying about the economics and business, and they also participated at the pre and post simulation exercise. In order to test the hypotheses, t-test analysis and multiple regression analysis were used. The results confirm important cultural differences between groups of college students from Korea and China. Without the opportunity to communicate with others, Korean college students harvested less, less equally allocated harvest reductions, and expected each other to harvest more as compared with Chinese college students. Both groups of college students from Korea and China benefited from being able to communicate; groups from both cultures reduced harvesting and expectations of others' harvest levels as a result of communication. The implications for trade partnership between Korea and China can be drawn from these findings. In international trade, where they frequently confront barriers in cooperating even if there are enough potential gains, the preferring ways of resolving the social dilemma are different between cultures. Both groups of Korean and Chinese college students seemed to construe the social dilemma as an interdependent situation; to be highly attuned to the interests of others in the group(collectivism). But Chinese college students would be willing to take burdens that were greater than their share to manage the sustainability of the resource, and seemed to act defensively (egalitarian) until they had the opportunity to communicate. Korean college students would be willing to expect each other to harvest more(hierarchy) through post negotiation process. With communication, however, Chinese groups were able to generate greater cooperation among their members than that in Korean groups. The limitation of this research is that decision making by a college student sample may not always reveal the substantial decision making of business managers and public policy planners, who may suffer personal consequences from cooperating, or failing to do so, in business relationship under an asymmetric social dilemma. Another limitation of this research, along with much research that uses culture as a naturally occurring variable, is that we cannot find the broad cultural characteristic in Korea and China because this research conducted around Seoul in Korea and Sandong province in China. Future research should not only seek to confirm findings of cooperation in social dilemmas among collectivism-individualism or hierarchy -egalitarian cultural dimensions other than Korea and China but also extend our findings to document the behavior of individualists and collectivists(or hierarchy and egalitarian) when college students from different cultures are mixed in a social dilemma. Also, future research should conduct the broad cultural values, cognition, and behavior researches around China and Korea in order to find the exact data and apply them to real business partnerships.

金融리스 評價方法에 관한 考察

박시만 成均館大學校 1979 국내석사

우리나라 貿易政策의 發展過程에 대한 硏究

임동승 成均館大學校 1983 국내석사

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이방헌 成均館大學校 1983 국내석사

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이택정 成均館大學校 1974 국내석사

콘테이너 運送體制에 관한 基礎的 硏究

신형식 成均館大學校 1976 국내석사

國際航空貨物運送人의 責任에 관한 硏究

이강빈 成均館大學校 1977 국내석사

國際通貨制度의 問題點과 展望

김창헌 成均館大學校 1975 국내석사

우리나라 國際收支 構造의 分析

최봉혁 成均館大學校 1974 국내석사