연세대학교 행정대학원

Hwang, Keumjoong

SEMINAR IN HISTORY OF ORIENTAL EDUCATIONAL THOUGHT

SEMINAR IN HISTORY OF KOREAN EDUCATIONAL THOUGHT

STUDIES IN KOREAN EDUCATIONAL THOUGHT : ANCIENT/EARLY-MODERN/MODERN

STUDIES IN WESTERN EDUCATIONAL THOUGHT : ANCIENT/EARLY-MODERN/MODERN

CURRENT PHILOSOPHY OF EDUCATION

COMPARATIVE STUDIES IN EASTERN AND WESTERN PHILOSOPHY OF EDUCATION

STUDIES IN MAUM EDUCATION

• Philosophy of education is a study that explains educational phenomena from a philosophical point of view. In other words, the philosophy of education asks questions and answers about the meaning, purpose, content, method, school, teacher, student, etc. by linking philosophical interests such as human view, world view, existence view, truth view, perception, value, practice, and logic.

   

  On the other hand, the history of education is a study that explains educational phenomena from a historical perspective. In other words, educational history empirically investigates major educational phenomena developed in history based on contemporary awareness of a problem. There are sub-areas such as the history of educational thought and educational institutional history.

   

  The philosophy and the history of education are independent areas with unique research perspectives and respective methodologies, while at the same time forming a close complementary relationship with each other. Philosophy lacking historical awareness is abstract and historical understanding lacking philosophical prospects is likely to be blind, so historical and philosophical perspectives on education need to be helped by each other.

   

  The East, the West, and their subcultures have their own philosophy and history of education, which show both universality and specificity. The process of exploring the philosophy and history of education, which were born and developed in representative cultures of humankind, while considering both universality and specificity, is the basis for refining the framework of the philosophy and history of education.

Park, Soon-Yong; Hong, Won-Pyo; Kim, Sung Won

Culture, Curriculum & Comparative Education

Culture, curriculum, and comparative education are interconnected in their focus on dynamic educational phenomena occurring within schools or in the relationship between schools and society. While education culture offers a valuable perspective for understanding the curriculum, the curriculum also influences the formation and evolution of education culture. Additionally, without an understanding of the international context, it can be challenging to fully grasp the education culture and curriculum of a given society. Therefore, culture, curriculum, and comparative education form an integrated functional entity by connecting shared aspects and points of divergence. With these relationships in mind, the combination of culture, curriculum, and comparative education, which were once perceived as separate entities, will contribute to more realistic and interdisciplinary educational research with pluralistic approaches.

Culture

This subfield aims to provide a comprehensive understanding of human life through culture, with a specific focus on educational anthropology, which examines education as a cultural process. Educational anthropology is a distinctive academic discipline that investigates the intersection of culture and education based on a fundamental understanding of humanity. It particularly explores the definitions, comprehension, and practices of education across various cultural contexts worldwide from a comparative cultural perspective. Additionally, it delves into educational phenomena that are shaped by socio-cultural contexts, thus seeking to uncover the universality and uniqueness of education in Korea while offering a fresh perspective on various issues within the field of education. In today's era of the Fourth Industrial Revolution, as we prepare for an uncertain future, it facilitates a comparative cultural reflection on how school systems and educational culture should adapt and evolve.

This subfield primarily utilizes qualitative research methods as its main research methodology. Qualitative research is a methodology that emerged as an alternative to empirical approaches and aims to expand the understanding of the essence of education by exploring the subjective experiential world of actors in a microscopic and in-depth manner. In practice, the qualitative approach induces reflection on the practical meaning of education by allowing education to be viewed from various perspectives while embracing the specificity and coincidence of situations found in human society. Methodologically, life history research, phenomenological research, narrative inquiry, ground theory, etc. have been used in various academic fields, including ethnographical research, while variously applied to educational field research with new methods emerging from convergence and combination.

Lee, Hee Seung

RESEARCH IN EDUCATIONAL PSYCHOLOGY

SEMINAR IN EDUCATIONAL PSYCHOLOGY 

RESEARCH IN LEARNING SCIENCE

SEMINAR IN LEARNING SCIENCE

Educational Psychology

Educational psychology is a discipline that scientifically studies all psychological processes inherent in the educational field. It particularly is interested in the psychological problems inherent in the teaching and learning process, by applying the methods and theories of psychology or utilizing its theories and methods. The fundamental purpose of educational psychology is to understand and improve education, with its focus on psychological understanding and improvement of the teaching-learning process. Today's educational psychologists are conducting research on teaching and learning in laboratories, schools (from kindergartens to universities), industries, the military, etc.

The specific research areas of educational psychology can be largely divided into the understanding of learner characteristics, learning, teaching, and evaluation. First, the area of understanding learner characteristics studies cognitive aspects such as intelligence and creativity, which are psychological attributes of learners closely related to education, and affective aspects such as personality, sociality, morality, and self-concept. Second, the area of understanding learning studies the learning theory and its application, and the motivation process of learners, which play an important role in the learning process. Third, the instruction area studies the development of classroom instruction and the role of teachers in consideration of learners' individual differences, based on effective and systematic teaching models and teaching methods. Fourth, the assessment area studies the psychological measurement that measures the accomplishment targeted by education with validity and reliability and the practical matters of how the results of the evaluation affect future learning activities and class activities.

As such, educational psychology can be said to be a study to establish a theoretical system in a wide range of areas related to the process of education, focusing on learners, learning, teaching, and evaluation, and apply it effectively to actual classrooms.

Lee, Guemin

SEMINAR IN EDUCATIONAL MEASUREMENT AND EVALUATION

GENERALIZABILITY THEORY

ITEM RESPONSE THEORY

SCALING AND EQUATING OF TEST SCORES

COMPUTER-BASED TESTS

FACTOR ANALYSIS AND STRUCTURAL EQUATION MODELING

METHODOLOGY OF RESEARCH IN EDUCATION

STATISTICAL METHODS I & Ⅱ

Educational Measurement

Educational measurement is a field of study that systematically studies the process of quantifying the latent trait of humans. The latent trait of humans collectively refers to all invisible characteristics such as intelligence, academic achievement, personality, motivation, efficacy, and interest that distinguish a particular individual from others. Educational measurement is interested in the process of quantifying these latent traits scientifically and objectively. With the advent of the 4th industrial revolution, the paradigm of educational measurement is changing significantly, shifting from the traditional paper-and-pencil tests to computer-based evaluation methods. New measurement theories such as item response theory and generalizability theory have emerged as mainstream theories, and the importance of educational measurement is being emphasized in the application of learning analytics through educational big data analysis, which urgently requires the cultivation of educational measurement experts.

Educational Evaluation

Educational evaluation is an academic field that studies the process of collecting information for education-related decision-making, followed by educational decision-making based on that information. Although educational evaluation is often understood as the process of having tests on students and giving grades according to the results, it is expanding its scope beyond these student evaluations. It includes various fields of education as its evaluation area, such as curriculum evaluation, education policy evaluation, teacher evaluation, school evaluation, university evaluation, municipal and provincial education offices evaluation, corporate program evaluation, etc. The establishment of a scientific evaluation system that can scientifically diagnose Korean education, identify problem situations and causes, and prescribe solutions ­- to secure national competitiveness - is also a major subject of study. The efforts to induce "educational innovation" through "evaluation innovation" are currently being emphasized around the world, and inquiries and explorations on how to organize educational evaluation in the educational field from this perspective are ongoing.

Ryoo, Ji Hoon

STATISTICAL METHODS I & Ⅱ

FACTOR ANALYSIS AND STRUCTURAL EQUATION MODELING

LONGITUDINAL DATA ANALYSIS

MACHINE LEARNING

LEARNING ANALYTICS

SEMINAR IN MULTILEVEL ANALYSIS

Educational Statistics

In social and behavioral sciences, including education, statistics have provided a scientific approach to establishing various theories as a quantitative research method using data. In particular, the use of unobserved factors has grown into interdisciplinary studies based on statistical methods using latent variables in many social and behavioral sciences. Its growth is not limited to education or social science but is also expanding into interdisciplinary studies in the fields of natural science, medicine, and public health. In this specialization, longitudinal research methods, multilevel analysis methods, and structural equation theories are studied, based on the understanding of education and statistics, and new statistical methods are investigated.

Data Science

Data Science has developed into interdisciplinary studies in all scientific fields, including social science, rather than being exclusive to specific fields such as computer science, mathematics, and statistics, and has been established as one of the research methodologies that elicits scientific reasoning. Education was no exception, making active use of it. Learning analytics is a good example. In education, learning can be understood in terms of a learning system in which cognitive, affective, and environmental factors interact organically, where learning analytics is needed which is based on student-centered thinking as well as judgment through data, learners, and learning and management to optimize the effectiveness of learning. As such, data science can be used in education such as big data and AI. In this specialization, we study the core methodologies of data science such as machine learning and AI, and research to build a system in which adaptive learning methods and learning analytics in education can be realized.

Lee, Myung-Geun

SEMINAR IN DISTANCE EDUCATION

METHODOLOGY IN INSTRUCTIONAL TECHNOLOGY

INSTRUCTIONAL SYSTEMS DEVELOPMENT OF E-LEARNING

CONSTRUCTIVISTIC LEARNING ENVIRONMENTS

UTILIZATION OF HYPERMEDIA IN EDUCATION

Educational Technology

Educational technology is a field of study that pursues technology of education that promotes the effectiveness and efficiency of education, as an alternative education method through a systems approach to traditional education. In other words, as is often said, it is not just an educational technology that explores the application of educational technology as hardware to education, but 'educational engineering' which means re-engineering education so far with various alternative methods. Education and training program development model (ISD), teaching and learning design, multimedia utilization education, ICT utilization education, distance education, e-learning, blended learning, etc. are concepts representing the academic identity of educational technology today.

Today, educational technology is drawing attention as an academic field that provides practical solutions to the educational and training situation in various fields, such as corporate education, education and training of military and government agencies as well as schooling. Among them, the educational technology approach to corporate education was established under the concept of corporate education technology and is emphasized as an area to explore changes in workers' job behavior, that is, effectiveness and efficiency, as an alternative education method through a systems approach to corporate education.

Seo, Young Seok 

COUNSELING THEORIES AND STRATEGIES

GROUP COUNSELING : THEORY AND PRACTICE 

SEMINAR IN COUNSELING PSYCHOLOGY

PROFESSIONAL AND ETHICAL ISSUES IN THE COUNSELING PROFESSION

PSYCHOLOGICAL TESTING IN COUNSELING

CAREER COUNSELING

COUNSELING SUPERVISION

FAMILY COUNSELING

DIAGNOSIS AND TREATMENT OF PERSONALITY DISORDERS

Counseling Education

Rather than solely focusing on the treatment of pathological mental disorders, counseling education aims to promote growth and development. It encourages individuals who experience difficulties in their daily lives, such as studies, careers, and interpersonal relationships, to expand their thinking and explore alternative behaviors, leading to personal growth and development. Additionally, in the field of counseling, there is increasing emphasis on positive and growth-oriented factors for preventive measures and interventions, as well as theories and techniques for problem resolution and management after issues arise.

To become a competent counseling expert, it is essential to acquire not only diverse theoretical knowledge and counseling skills but also foster creative and critical research abilities. Therefore, in a graduate program, it is necessary to take coursesto counseling theory and practice, such as individual counseling, group counseling, family counseling, psychological testing, counselor ethics, and counseling practicum, along with research methodology courses.

Rhee, Byung Shik

INTRODUCTION TO HIGHER EDUCATION

INTRODUCTION TO HIGHER EDUCATION MANAGEMENT

COLLEGE IMPACT: THEORY AND RESEARCH

UNIVERSITY EVALUATION

THEORY AND RESEARCH METHOD OF HIGHER EDUCATION

Higher Education and Higher Education Studies

Higher education is the last stage of formal education and refers to education (undergraduate and graduate education) conducted through colleges/universities after secondary education. Higher education as a field of study explores this higher education from an academic perspective and teaches the necessary competencies (knowledge, value, and skills) to professionals working in higher education.

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Higher education, unlike the traditional educational studies, has a limit in its exploration and education, because its purpose, content, method, organization, and environment are different from elementary and secondary education or lifelong education. For this reason, academic areas dealing with knowledge specialized in higher education are needed, and like traditional pedagogy, it is developing into detailed areas such as higher education philosophy, higher education administration (management), higher education curriculum, higher education policy, higher education law, and international comparison of higher education.

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Higher education as a field of study is "the pedagogy of new pedagogies" with an emphasis on higher education. Higher education studies seek answers to difficult and important questions to enable individuals and societies to better benefit from higher education. For example, it tries to answer to questions such as what a university is, who should go to college, what should be taught and learned at university, how universities move and change, what a good university is, what role governments should play, who should pay for higher education, how the higher education system works at the national level, how we can ensure the quality of higher education, etc.

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Unlike traditional educational studies, higher education is not a discipline that cultivate professors but is intended to train experts whose work is related to higher education, so it does not teach all the detailed areas. This specialization of our department learns higher education theory and research methods that are fundamental to understanding and research of Korean higher education and focuses on university management, leadership, and organizational performance evaluation among various areas of higher education.

Lee, Moo Sung

COMPREHENSIVE APPROACH TO SCHOOL REFORM

EDUCATION POLICY ANALYSIS

THE THEORY OF EDUCATIONAL ADMINISTRATION

Education Administration

The field of education administration research is largely divided into three areas according to the level of analysis. First, it is an area that explores the formation and development process of the school education system and institution, which are macro-level educational phenomena. To this end, international comparison and a diachronic approach are used as the main methodologies. Second, it is an area of organizational theory that studies various educational organizations. Among the various educational organizations, the analysis of school organizations is a key area in education administration research. It focuses on theorizing the relationship between the structure, resources, culture, and actors of the school organization and presenting practical implications through empirical research on how the school organization affects teachers' lives and students' learning. Third, it is a research area that focuses on the micro-interaction of various actors in the school education system and organization. This includes the principal's leadership and teachers' professional learning community research. The above three areas are classified according to the level of analysis but are conceptually interdependent. For example, the principal's leadership is context-dependent on the characteristics of the school organization, and the characteristics of the school organization are affected by the inertia of the macroscopic educational system and institution.

“School” can be said to be the core of the field of educational administration research. But recently, research on various informal educational institutions, community organizations, and international organizations involved in education systems and policies has been increasing, and education administration research based on the perspective of a lifelong learning system is also being conducted.

Education Policy

Education policy specifically shows how the three levels of analysis of educational administration research mentioned above are interdependent. This is because educational policy implementation generally goes through an institutionalization process, defines the decision-making content and process of school organizations, and negotiates with the actors of school principals and teachers. Therefore, there is a view of education policy as a part of educational administration research. However, since many methodologies and approaches used in education policy research are closely related to traditional policy science rather than educational administration, there is also a view of education policy research as an independent field.

ﾠpolicy research includes an understanding of the policy process and analyzing policy effects. First, understanding the policy process mainly studies the formation and development of the process of educational policy from a historical approach or institutionalism, and in this process, it is interested in critical discourse analysis of policy contents. Second, policy effect analysis aims to reveal the causality of policy effects through a quantitative approach using national-level big data or international educational data. Through this, the role of supplementing existing education policies or suggesting arguments and ideas for new policy projects is emphasized.

Chang, Wonsup

FOUNDATION OF HUMAN RESOURCE DEVELOPMENT

RESEARCH IN WORKPLACE LEARNING

SEMINAR ON EDUCATION AND WORK

SEMINAR ON WORK FORCE EDUCATION

SPECIAL TOPICS IN HRI & DEVELOPMENT

Human Resource Development (HRD)

With the advent of a knowledge-based society, humans have become an important resource for creating value. Human resource development (HRD) is emerging as a core activity of corporate organizations, as an organizational-level investment is actively taking place to increase the competitiveness and efficiency of the organization by developing potential capabilities for humans. Companies are making great efforts to develop human resources as the importance of HRD, which has been relatively underestimated as part of the comprehensive framework of personnel management, is newly recognized. HRD can be defined as "a process of promoting organizational learning, performance, and change through organizational measures, activities, and management activities carried out to strengthen the organization's performance, ability, competitiveness, and possibility of change." HRD includes activities at various levels to improve the performance of companies, covering numerous areas such as personal development, career development, performance management, and organizational development. It can be said that HRD is directly related to survival in various organizations as well as in corporate organizations. However, although the demand for HRD experts is increasing rapidly, a sufficient supply of demand is not being made as it has a short history as an academic field. Therefore, interest and efforts in the academic systematization of HRD are being actively made, more than ever.

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HRD is being attempted through various academic approaches and its academic development can be achieved through interdisciplinary approaches. In particular, the educational approach to HRD can be said to be an attempt to overcome the problem of other approaches to HRD, which is the instrumentalization of human-being by equating humans with other physical resources. The educational approach prepares a philosophy of HRD in which humans and organizations can grow together and attempts academic systematization. Furthermore, practical efforts are made to create various HRD strategies for the organizational development based on this theoretical system.

Work Education

Traditionally, education has been understood as a pathway for preparing for work. However, work is an educational purpose and means at the same time. The process of work contains educational elements. At the same time, work and education are both aimed at humanization. People become humans through education and work. And in the process of such work and education, a society in which humans live together is formed. In the end, work and education have an inevitable relationship, in which humans and society grow.

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Work education starts with a reflection on traditional forms of vocational education and an attempt to restructure education from a new perspective of post-industrial societies. In a post-industrial society, people face the reality of an inhumane labor society and the phenomenon of human domination by science and technology. Work education can be said to be an effort for humans to recover as the subject of work through critical reflection on the nature of work and changes in the world of work. Traditional vocational education has a limitation in that there is no theory or philosophy, solely focusing on dealing with the problems of reality and thus creating humans as a tool demanded by market mechanisms. Work education aims to prepare a direction to solve the current problems of vocational education and labor by establishing a theoretical and academic system that has been overlooked in vocational education. In work education, 'work' encompasses a wide range of social meanings and relationships that market mechanisms have disregarded, which is a natural way of life, not a means to survival. Therefore, work education means a paradigm shift in which humans can grow into full humans through "meaningful" work and become citizens who can contribute to society. In other words, work education can be said to be a new effort of education to enable humans to grow together in the process of work and education.

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In work education, we examine various aspects of work as a way of human life and study what meaning work has according to changes in society. It also examines the relationship between work and education and studies what work education is.

Oh, Seok Young

SEMINAR ON ORGANIZATIONAL LEARNING

THEORIES OF HUMAN RESOURCE DEVELOPMENT

ORGANIZATION DEVELOPMENT

RESEARCH IN HUMAN RESOURCES DEVELOPMENT

Human Resource Development and Adult Learning

Human resource development (HRD) is an individual, group, and organizational learning activity to effectively lead individual growth and organizational development in the workplace. It is a planned learning activity that develops various abilities and characteristics such as job performance, professionalism, and moral maturity from an individual level and is explained as various workplace environments and actions that promote learning such as systems and institutions, leadership and empowerment, and knowledge sharing and creation within the community in group and organizational levels. Therefore, HRD can be defined as an academic area that includes personal development, career development, and organizational development focused on learning and education. On the other hand, adult learning refers to the process of growing and changing into a healthy member of society in a self-directed way, for the sake of social adaptation and self-realization. Therefore, it values experiential, informal, and cooperative learning and is used as an important principle representing the characteristics of learning in the HRD process. HRD and adult learning view the concept of learning as a dynamic process in which individuals, organizations, and countries actively respond to new changes, beyond simple instructional and training activities, and expand their academic fields.

Organizational Learning

Organizational learning is a concept that collectively refers to the process by which an organization in a changing environment continuously explores and utilizes knowledge and corrects an organization. Therefore, organizational learning is described as a common knowledge-generating process that includes learning activities of various learning subjects, such as team learning, and community learning, including individual learning within the organization. Organizational leadership, communication, decision-making, institutionalization, etc. are important building blocks for understanding organizational learning. The organizational learning process can provide an understanding of how these components induce, share, and develop learning within the organization. In addition, through organizational learning, academic significance can be found in exploring how individual-level knowledge can be transferred to an organizational level, or on the contrary, how the experience of the organization is transferred to the individual.

Kim, Nam Ju

INTRODUCTION TO AI CONVERGENCE IN INSTRUCTIONAL TECHNOLOGY

Educational Technology