중국 사립 대학생의 주도적 성격과 사회적 지지가 창업의지에 미치는 영향 : 진로적응력과 창업자기효능감을 중심으로

유륜륜 우석대학교 일반대학원 2024 국내박사

중국 사립대학생의 주도적 성격과 사회적 지지가 창업의지에 미치는 영향 -진로적응력과 창업자기효능감을 중심으로- 우석대학교 일반대학원 사회적경제 경영학과 사회적경제전공 유륜륜 지도교수 김동주 최근의 청년 실업 문제와 취업 난으로 인해 고용 시장이 어려워지 고 있어, 대학생들이 자신의 적성과 흥미에 부합하는 진로와 일자리 를 얻는 것이 점차 어려워지고 있다. 졸업생들의 취업 문제는 사립 대학의 미래뿐만 아니라 개별 학생들에게 중요한 부분일 뿐만 아니라 사회 전체의 지속 가능한 발전과도 관련이 깊다. 창업은 젊은 인재들 에게 품질 높은 일자리를 제공하는 데 중요한 역할을 하고 있다. 따라서, 본 연구의 목적은 중국의 사립대학생들이 가진 주도적 성 격, 사회적 지지, 진로 적응력, 그리고 창업 자기효능감이 창업 의지 에 미치는 영향을 규명하는데 있다. 이러한 연구목적을 달성하기 위한 연구 문제는 다음과 같다. 첫째, 중국 사립대학교 대학생의 주도적 성격, 사회적 지지, 진로적 응력과 창업자기효능감과 창업의지는 어떠한가? 둘째, 중국 사립대학교 대학생의 주도적 성격과 사회적 지지는 진로 적응력, 창업자기효능감, 창업의지와의 관계는 어떠한가? 셋째, 중국 사립대학교 대학생의 주도적 성격과 사회적 지지는 진로 적응력, 창업자기효능감, 창업의지에 미치는 영향은 어떠한가? 넷째, 중국 사립대학교 대학생의 진로적응력, 창업자기효능감은 창 업의지에 미치는 영향은 어떠한가? 다섯째, 중국 사립대학교 대학생의 진로적응력, 창업자기효능감은 주도적 성격과 창업의지의 관계에서 매개변수로 어떠한 영향을 미치 는가? 여섯째, 중국 사립대학교 대학생의 진로적응력, 창업자기효능감은 사회적 지지와 창업의지의 관계에서 매개변수로 어떠한 영향을 미치 는가? 중국의 절강성 지역을 중심으로 한 대학생 창업 활동을 연구 대상 으로 설정하였다. 중국 절강성에 위치한 사립대학 대학생을 대상으로 설문 조사를 실시하여 총 887부의 유효한 응답 데이터를 회수하였다. 자료분석은 SPSS 26.0과 AMOS 25.0을 활용하여 기술적 통계분석, 신뢰도 분석, 탐색적 분석, 확인적 요인분석, 경로분석, 그리고 매개효 과 분석 등의 다양한 통계 분석 기법을 사용하여 연구가설을 검증하 였다. 연구 결과는 다음과 같다. 첫째, 주도적 성격은 진로적응력에 긍정적인 영향을 미치는 것으로 나타났다. 즉, 사립대학 대학생 중 주도적 성격이 높을수록 진로적응 력이 높다는 결과를 확인하였다. 이들은 자신의 커리어 계획을 세우 고 환경을 적극적으로 변화시키며, 동료들과의 관계를 통해 적절한 기회를 발견하고 활용하는 경향을 보였다. 둘째, 주도적 성격은 창업의지에도 긍정적인 영향을 미치는 것으로 나타났다. 주도적 성격을 가진 대학생들은 상황에 도전하는 성향이 강하며, 기회를 찾고 개척하는 능력이 뛰어나기 때문에 창업 의지가 높다는 결과를 얻을 수 있었다. 셋째, 주도적 성격은 창업자기효능감에도 긍정적인 영향을 미치는 것으로 나타났다. 주도적 성격을 가진 대학생들은 혁신적 사고를 통 해 문제를 해결하고, 이를 통해 창업에 필요한 능력과 자신감을 키울 수 있다는 결과를 도출하였다. 넷째, 사회적 지지는 진로적응력에 긍정적인 영향을 미치는 것으로 나타났다. 사회적 지지는 정보, 정서적 지원을 통해 진로 관리를 도와 주고, 대학생들의 진로 적응력을 촉진하는 역할을 하는 것으로 나타 났다. 다섯째, 사회적 지지는 창업의지에도 긍정적인 영향을 미치는 것으 로 나타났다. 사회적 지지를 받은 대학생들은 목표를 실천하고 창업 의지를 실현하는 경향이 있는 것으로 추정할 수 있다. 여섯째, 사회적 지지는 창업자기효능감에도 긍정적인 영향을 미치는 것으로 나타났다. 창업 과정에서의 사회적 지지는 창업자의 안정감과 자신감을 키워주고, 자기 효율성을 높이는 데 도움을 주고 있다. 일곱째, 진로적응력은 창업의지에 긍정적인 영향을 미치는 것으로 나타났다. 진로적응력을 갖춘 대학생들은 변화하는 상황에 적응할 수 있는 능력과 자원을 갖추어 창업 의지를 높일 수 있다. 여덟째, 창업자기효능감은 창업의지에도 긍정적인 영향을 미치는 것 으로 나타났다. 높은 창업자기효능감을 가진 대학생들은 더 강한 신 념과 자신감을 가지고 있다. 아홉째, 주도적 성격과 창업의지 간에는 진로적응력과 창업자기효능 감의 간접효과가 나타나며, 통계적으로 유의한 매개효과가 있는 것으 로 확인되었다. 열 번째, 사회적 지지와 창업의지 간에도 진로적응력과 창업자기효 능감의 간접효과가 나타나며, 통계적으로 유의한 매개효과가 있는 것 으로 확인되었다. 본 연구에서 도출된 결과를 통해 정책적, 실천적 제언을 다음과 같 이 제시하였다. 정책적 제언으로는 첫째, 중국 정부는 창업 교육체계를 강화하여 창업 교육의 품질을 향상시켜야 한다. 둘째, 창업을 원하는 학생들을 위한 자금 지원 정책을 마련해야 한 다. 대학생들을 위한 창업 자금 지원 메커니즘을 구축하고 창업 대출, 벤처 투자, 그리고 창업 보조금을 제공해야 한다. 셋째, 창업과 관련하여 정부는 지속적인 정책적 지지와 홍보에 투자 해야 한다. 창업자들에게 유리한 창업 환경을 조성하기 위해 사무실, 장비, 서비스를 제공할 수 있어야 한다. 또한, 지적 재산권 보호를 강 화하고 혁신과 창업을 촉진하며, 창업 등록 및 승인 절차를 간소화해 야 한다. 실천적 제언으로는 첫째, 대학 창업 교육체계를 보완하기 위해 다양한 사회적 지지 자 원을 적극적으로 활용해야 한다. 둘째, 창업 교육에서는 학생들의 주도적 성격을 강조하는 데 중점을 두어야 한다. 창업 교육은 이론적 지식 뿐만 아니라 창업에 필요한 기술을 습득할 수 있도록 돕는 동시에, 학생들의 주도적인 성향을 키 우는 데 주력해야 한다. 셋째, 창업 교육과정에 진로적응력을 포함시켜야 한다. 넷째, 사립대학은 창업 분위기를 조성하여 학생들의 창업 자신감을 높이는 데 노력해야 한다. 다섯째, 주도적이고 잠재력 있는 창업가를 중점으로 한 교육 프로그 램을 마련해야 한다. 중국 사립대학생들이 선택한 창업 분야에 맞춰 맞춤형 사업가를 초청하여 멘토링하고 지도하여 학생들의 창업 의지 를 증진시킬 수 있다. 향후 연구에 대한 제안으로는 첫째, 현재 연구는 잠재적 창업가인 대학생을 대상으로 하고 있어 창업 의지와 실제 창업 간의 관련성을 다루지 못하였다. 둘째, 자료수집과 자료의 다양성에 한계가 있을 수 있다. 따라서 후속 연구에서는 전국적인 표본을 추출하여 지역별 창업 활 동을 비교하는 연구가 의미 있을 것이다. 또한, 주도적 성격 및 사회 - xviii - 적 지지와 창업 의지 사이의 관계 외에도 다른 요인들의 영향을 탐구 하는 연구 모형을 발전시킬 필요가 있다. Recently, due to the challenges in the job market, including high youth unemployment and job scarcity, university students in China are finding it increasingly difficult to secure desired careers and jobs that align with their interests and aptitudes. The issue of post-graduation employment is not only crucial for the future of private universities but also holds significance for the sustainable development of society as a whole. Entrepreneurship is of great importance as it offers quality job opportunities for young individuals. This study aims to investigate the effects of proactive personality, social support, career adaptability, and entrepreneurial self-efficacy on entrepreneurship intention among Chinese private university students. To achieve this research objective, the following research questions were addressed. Firstly, what is the relationship between proactive personality, social support, career adaptability, and entrepreneurial self-efficacy with entrepreneurship intention among Chinese private university students? Secondly, how does proactive personality and social support relate to career adaptability, entrepreneurial self-efficacy, and entrepreneurship intention among Chinese private university students? Thirdly, what is the impact of proactive personality and social support on career adaptability, entrepreneurial self-efficacy, and entrepreneurship intention among Chinese private university students? Fourthly, how do career adaptability and entrepreneurial self-efficacy influence entrepreneurship intention among Chinese private university students? Fifthly, what is the mediating effect of career adaptability and entrepreneurial self-efficacy in the relationship between proactive personality and entrepreneurship intention? Finally, what is the mediating effect of career adaptability and entrepreneurial self-efficacy in the relationship between social support and entrepreneurship intention? The study focused on the Zhejiang Province of China, which is characterized by a thriving environment for student entrepreneurship, and collected data from students enrolled in private universities within the region. The survey resulted in 887 valid responses, which were analyzed using statistical techniques such as SPSS 26.0 and AMOS 25.0, including descriptive statistics, reliability analysis, exploratory factor analysis, confirmatory factor analysis, path analysis, and mediation analysis to test the research hypotheses. The empirical findings are as follows: Firstly, proactive personality positively influences career adaptability among private university students. Students with a proactive personality exhibit higher career adaptability, demonstrating a clear career plan and a proactive approach to changing their environment. Secondly, proactive personality positively influences entrepreneurial intention among private university students. Those with a proactive personality tend to challenge the status quo rather than passively accept their roles, actively seek opportunities, and are effective in identifying and seizing entrepreneurial opportunities. Thirdly, proactive personality positively influences entrepreneurial self-efficacy among private university students. Students with a proactive personality employ innovative problem-solving techniques, which lead to the discovery, development, and utilization of potential commercial opportunities, enhancing their entrepreneurial self-efficacy. Fourthly, social support positively affects career adaptability among private university students. Social support provides information, emotional backing, and material assistance, facilitating active career management and enhancing career adaptability. Fifthly, social support positively influences entrepreneurial intention among private university students. Higher levels of social support enable students to pursue their goals and intentions, including entrepreneurial endeavors. Sixthly, social support positively affects entrepreneurial self-efficacy among private university students. Social support during the entrepreneurial process assists entrepreneurs in overcoming challenges, increasing self-assurance and confidence in their entrepreneurial self-efficacy. Seventhly, career adaptability positively influences entrepreneurial intention among private university students. Higher career adaptability enables students to adapt to changes in their environment and develop more psychological resources and capabilities, making them more likely to have entrepreneurial intentions. Eighthly,entrepreneurial self-efficacy positively influences entrepreneurial intention among private university students. Students with high entrepreneurial self-efficacy have strong beliefs in their ability to overcome current difficulties and to achieve their goals, including starting a business. Ninthly, the study revealed significant indirect effects of career adaptability and entrepreneurial self-efficacy as mediators in the relationship between proactive personality and entrepreneurial intention, as well as between social support and entrepreneurial intention. Based on these research findings, the study provides the following policy, practical, and academic recommendations: As a policy suggestion, First, the Chinese government should improve the quality of entrepreneurship education by strengthening the establishment of a entrepreneurship education system. Second, the necessary start-up funding support policy must be prepared. The government has observed that it establishes a mechanism for supporting start-up funds for college students and provides start-up loans, venture investments, and start-up subsidies. Third, investment should be made in supporting and promoting start-up policies. The government should provide low-cost offices, equipment, and services to provide a good start-up environment for founders. The government should also strengthen the protection of intellectual property rights, encourage innovation and start-ups, and reduce the threshold for registration and approval of start-ups. As a practical suggestion, first, the university start-up education system should be abundantly supplemented by sufficiently mobilizing various social support resources. Second, it is necessary to strengthen the formation of proactive personality in startup education. Entrepreneurship education should focus more on cultivating the proactive personality characteristics of college students as well as helping college students acquire knowledge of entrepreneurship theory and entrepreneurship practice skills. Third, fostering career adaptability should be included in the entrepreneurship curriculum. Fourth, private universities should contribute to enhancing students' entrepreneurial self-Efficacy by creating an atmosphere of start-up. Fifth, schools should focus on fostering potential entrepreneurs with strong initiatives. It is possible to effectively strengthen students' entrepreneurship intention to start a business by inviting customized entrepreneurs to train and guide mentors according to the field of start-up chosen by these college students. As a proposal for future research, first, it is unclear whether the willingness to start a business will lead to actual start-up by dealing with the willingness to start a business rather than the actual start-up behavior because college students, who are potential founders, were the subjects of the survey. Ultimately, it is necessary to study the actual start-up process Second, there are limitations in data collection and limitations in data diversity. In the follow-up study, it would be meaningful if a comparative study by wide area was conducted by extracting a national sample. In addition, it is necessary to further develop the research model so that the influence of other parameters in the relationship between the leading personality and social support and the willingness to start a business measured in this study can be examined.

무용전공 대학생의 사교육 참여 유형 분석

송이슬 경희대학교 대학원 2017 국내석사

This study aims to analyze the types of participation in private education by university students majoring in dance and to reveal their actual conditions. The actual conditions of the general private educations were examined; and the students’ participations were distinguished into job-related private education and major-related private education, in order to analyze the actual conditions of the participations. Furthermore, it was analyzed to examine if there are differences based on the grade level and by majors. The research was conducted via survey, and a total of 422 responses were utilized in the final analysis. The study result was as follows. First, as the result of examining the participation conditions in private education by the university students majoring in dance, differences based on grade levels were found in all items including the types of participation in private education, amount of help gained from the private education, motivation for participation, and participation route. First, for the types of participation in private education, the students of grade levels 1st, 2nd, and 3rd years were participating in the practical training as supplemental addition to their major. For the students in 4th year, they were found to be participating in the job-related private educations. Based on the different majors, the students were found to be participating in the private educations that are supplemental to their majors. For the amount of help gained from the private education, students in all grade levels of 1st, 2nd, 3rd, and 4th years have responded that the major-related private education for practical training was the most helpful for them. The amount of help gained was shown to be the greatest to the least in the following order: 1st year, 2nd year, 4th year, and 3rd year. Based on the majors, the private educations for practical evaluation that are supplemental to their majors were shown to be the most helpful. The motivation for participation, for the 1st, 2nd, and 4th year students, was supplementation to the major study; for the 3rd year students, it was shown to be helpfulness for their future courses and jobs after graduation. Based on the majors, the students majoring in ballet had participated in private education in order to receive help for their future jobs and courses after graduation. For the students in Korean dance and contemporary dance, they participated in private education in order to supplement to their major study. For the participatory route, the students in their 1st, 2nd, and 3rd years had their professors’ recommendation to be the greatest. On the other hand, the students in their 4th year had recommendations by their teachers, senior students or acquaintances, and family members to be the highest, followed by the professors’ recommendations. Based on the majors, the professors’ recommendations were shown to be the highest. For the ballet and Korean dance, the teachers’ recommendation was the next highest. However, for the contemporary dance, it was shown to be greatest to least in the following order: recommendation by senior students and acquaintances, family members, and professors. Second, as the result of examining the participation conditions in job-related private educations, the types of private education, helpful factors, participation motivation, participation route, degree of helpfulness, and degree of satisfaction were all shown to have no difference based on the grade levels and majors. For the participation types, the students in 1st, 2nd, and 3rd years selected the job-related private education for the ability development related to their majors. On the other hand, the students in 4th year selected license-related private education the most for the job-related education. However, there was no statistically significant difference based on the grade levels. Based on the majors, the students were shown to be participating in the job-related private educations that are related to ability development and their majors. For the helpful factors of private education, the students in 1st, 2nd, and 3rd years responded that the practical trainings that are supplemental to their majors were the helpful types of private education. On the other hand, the students in their 4th year responded that the license-related private education was helpful. Based on the majors, the students responded that the practical training as supplemental to their major was the most helpful among the job-related private education. However, the students in Korean dance responded that the second-most helpful for job-related private education was for preparation to competitions and not the license-related education. For the participation motivation, the students in 1st, 2nd, and 3rd years participated in job-related private education in order to supplement for their major studies. On the other hand, the students in 4th year participated in the job-related private education in order to receive help for jobs and courses after graduation. However, no significant difference was found among groups in this result. Based on the majors, all were shown to be participating in job-related private education as a supplement to their studies. For the participation route, all grade levels were shown to be participating in job-related private education through the professors’ recommendations. According to majors, only the students in ballet participated in job-related private education through their teachers’ recommendations, and other students in Korean dance and contemporary dance were shown to be participating in job-related private education through the professors’ recommendations. However, in the Korean dance, the second-highest route was participating in job-related private education through teachers’ recommendation, while for the contemporary dance it was through senior students and acquaintances or family members’ recommendations. For the degree of helpfulness of private education, the students in 1st, 2nd, and 4th year responded them to be mediocre; the students in 3rd year responded them to be helpful. Based on the majors, the students in ballet and contemporary dance responded that the private education is helpful. However, the students in Korean dance responded that the private education is mediocre. As the result of examining the degree of satisfaction, students in all majors responded that their satisfaction was at a mediocre level. Third, as the result of examining the conditions of job-related private educations that university student in dance majors participate, only the degree of helpfulness based on majors and the participation motivation based on majors were shown to have differences by groups. For the major-related private education participation, the students in 1st, 2nd, and 3rd years were shown to be participating the most in special lectures for university practical evaluations. On the other hand, the students in 4th year were shown to be participating the most in workshops related to dance practical evaluation. Based on majors, all were shown to be participating the most in special lectures for university practical evaluation. For the helpful factors of private education, the students in 1st, 2nd, and 4th years selected the special lectures for university practical evaluations to be the most helpful factor, while the students in 3rd year selected the workshops related to dance practical evaluations. Based on the majors, all selected the special lecture to be the helpful factor. The participation motivation for the students in 1st and 2nd year was to supplement to their major studies, while the students in 3rd and 4th year wanted to gain help in jobs and courses after graduation. For the motivation for participating in major-related private education, all were shown to be for receiving help in jobs and courses after graduation, and such motivation was shown to be the highest in the students majoring in ballet. For the participation route, the students in 1st and 2nd year had the highest portion of participating through professors’ recommendation, while the students in 3rd and 4th year had the highest portion of participating through teachers’ recommendations. Based on the majors, the students in ballet and contemporary dance were shown to have the high portion of participating through professors’ recommendation. On the other hand, the students in Korean dance were shown to be participating in private education through teachers’ recommendations. For the degree of helpfulness in major-related private education, the students in 1st, 2nd, and 4th year recognized them to be at a mediocre level, while the students in 3rd year recognized them to be helpful. Based on the majors, the students in ballet and Korean dance were shown to recognize them as a mediocre level, while the students in contemporary dance recognized them to be helpful. Finally, for the degree of satisfaction, the students in all grade levels and all majors were shown to have a mediocre level of satisfaction.

대학생 취업사교육의 결정요인과 효과 분석

김한경 연세대학교 대학원 2017 국내석사

International Students in Higher Education in Korea: Motivation and Services for Success

Julie Ahn 서울대학교 대학원 2018 국내박사

Korea has experienced a recent increase in international student enrollment in higher educational institutions. The government of the Republic of Korea (henceforth, Korea) has encouraged this trend for its own policy and economic reasons. Another major internal pressure is the decreasing birthrate as a result declining domestic student population, which has put pressure of higher education institutions to increase enrollments through recruitment of international students. But, given the services of Korean higher education institutions for these international students, can the Korean higher education institutions continue to attract international students? What are international students’ views of support for their student goals within Korean higher education institutions? This is the question that drives this research. This study reveals where international students reveal gaps in support services they perceive are necessary or desirable for them to have a successful academic or professional outcomes of their studies. The purpose of this study then is to use analysis of these expectations as a guide both for higher educational policies and services and also to reveal the efficacy of Korean higher education national policy. This study took place at a private university in Seoul, Korea. This institution was chosen because about 80% of the universities in Korea are private. The institution chosen is in the middle of finding ways to increase and maintain its rank and is struggling financially due to it being cash strapped. Through a descriptive survey of 121 international students, 11 interviews of international students and references from the university professors, and document analysis, a better understanding of international students’ experiences and what internationalization looks like in South Korea is reviewed. The countries that the international students were interviewed include countries from Chile, China, India, Kazakhstan, Malaysia, Rwanda, Singapore, Vietnam, and the United States. The findings show that when international students are considering which country and school to choose for their studies, they consider many different factors and they embed social imaginary within the context of internationalization and globalization. Also, the findings show that international students have a difficult time with language and have expectations from the school in supporting their academic needs and for social issues. They have no expectations and prefer to build social relationships on their own. Lastly, the universities and Korea need to strategize in providing after graduation options, as many international students would like to have some sort of work or internship experience before leaving Korea. If planned well, it can be an opportunity to utilize international students as future human resources to support to country’s economic competitiveness and also to achieve its goals of internationalizing the context of higher education. Higher education institutions can benefit as well, by staying competitive for attracting and maintain international student enrollment. 최근 들어 대한민국 (이하 한국) 고등 교육 기관들은 외국인 유학생 수의 증가세를 경험하고 있는데 한국 정부는 정책 및 경제적인 이유로 이러한 추세를 장려해 왔다. 또한, 저출산의 문제로 인해 내국인 학생 수가 감소함에 따라 고등 교육 기관들은 더 많은 외국인 유학생을 모집해야 하는 압박 하에 있다. 그러나, 현재 한국의 고등 교육 기관들이 외국인 유학생들에게 제공할 수 있는 지원들을 고려해 볼 때, 이 기관들이 계속해서 외국인 유학생들을 유치할 수 있을 것인가? 외국인 유학생들은 자신의 학업 목표 달성을 위해 한국 고등 교육 기관으로부터 받는 지원에 대해 어떠한 견해를 가지고 있는가? 본 연구는 이 질문에 대한 탐색을 바탕으로 이루어졌다. 이 연구는 어느 부분에서, 외국인 유학생들이 학업 또는 직업적인 면에서 좋은 성과를 내기 위해 필요하거나 바람직하다고 느끼는 지원 서비스와 실제로 제공되는 지원 서비스와의 간극을 느끼는지 밝힌다. 이 연구는 이러한 외국인 유학생들의 기대를 분석해 고등 교육과 관련된 정책 및 지원책의 방향을 제시하고 한국 고등 교육 정책이 얼마나 효과적인지를 판단해보는데 목적을 두고 있다. 이 연구는 한국의 서울에 위치한 한 사립 대학에서 진행되었다. 해당 대학을 선정한 이유는 바로 한국 대학의 80%가 사립 대학이기 때문이다. 본 대학은 대학 순위를 유지하고 상승시키기 위한 방안을 모색 중이며 재정난에 처해있다. 121명의 외국인 유학생을 대상으로 시행한 기술조사, 외국인 유학생 11명과의 면담, 대학교수들이 작성한 참고 자료 및 관련 문서 분석을 통해 외국인 유학생들이 한국 대학에서 겪는 경험과 한국 내 국제화의 모습이 어떠한지에 대해 고찰했다. 면담에 참여한 외국인 유학생들의 국적은 르완다, 말레이시아, 미국, 베트남, 싱가포르, 인도, 중국, 칠레, 카자흐스탄이다. 연구 결과에 따르면 외국인 유학생들은 자신들이 공부할 나라와 학교를 결정할 때 여러 다른 요소들을 고려하며 국제화 및 세계화의 맥락 안에 사회적 상상(social imaginary)을 결합시킨다. 또한, 외국인 유학생들이 언어적 어려움을 겪지만 교육 기관으로부터 학업에 있어서 필요한 부분과 사회적으로 발생하는 문제 해결을 위한 지원은 기대하지 않는 것으로 나타났다. 교육 기관에 기대하는 것은 없으며 스스로 사회적인 관계를 성립해 나가는 편을 선호한다. 마지막으로, 외국인 유학생들은 한국을 떠나기 전에 인턴십 프로그램과 같은 근무 경험을 쌓기를 바라므로 교육기관들과 한국 정부는 외국인 유학생들에게 졸업 이후에 선택할 수 있는 다양한 경력 기회를 제공하는 전략을 수립해야 할 것으로 보인다. 이를 위해 효과적인 계획을 수립한다면, 외국인 유학생들을 미래의 인적 자원으로 활용해 국가의 경제적 경쟁력을 기르는 기회가 될 수 있으며 고등 교육을 국제화 시키는 목적 또한 달성할 수 있다. (고등) 교육 기관 또한 외국인 유학생을 유치하고 외국인 유학생 수를 유지함으로써 경쟁력을 유지할 수 있다는 이점이 있다.

Practice and Pedagogy: ICT Usage in a Private Japanese University

Miller, Ross Eric ProQuest Dissertations & Theses University of Flor 2019 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

대학생 취업사교육의 취업 및 임금효과 분석

김민선 연세대학교 대학원 2012 국내석사