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Basic science education provides the most fundamental knowledge for preparing students to pursue departmental major courses. Considering that basic science courses are laboratory classes conducted alongside theory classes, the factors affecting instructor–student communication and feedback can vary between theory and laboratory classes. We applied the ordinary least squares model to the refined data of basic science courses. We drew on variables reflecting instructor–student interaction such as class size, type of subject, and instructor characteristics to analyze the factors affecting student satisfaction with theory and laboratory classes. The analysis results indicated that the educational environment of a large-sized class could be improved by subdividing it into smaller groups to facilitate feedback. The use of online platforms to supplement offline courses provides an additional mechanism for the exchange of feedback and positively affects student satisfaction. We also confirmed empirically that the instructor–student communication which takes place during laboratory work, in contrast to the one-sided conveyance of course materials by the instructor in lectures, was a crucial factor in the quality of education. These results are linked to the demand for knowledge in engineering education, the student’s educational performance, and the labor market performance needed to establish a sustainable system in engineering education.
Joonmo Cho; Wonyoung Baek. Identifying Factors Affecting the Quality of Teaching in Basic Science Education: Physics, Biological Sciences, Mathematics, and Chemistry. Sustainability 2019, 11, 3958 .
AMA StyleJoonmo Cho, Wonyoung Baek. Identifying Factors Affecting the Quality of Teaching in Basic Science Education: Physics, Biological Sciences, Mathematics, and Chemistry. Sustainability. 2019; 11 (14):3958.
Chicago/Turabian StyleJoonmo Cho; Wonyoung Baek. 2019. "Identifying Factors Affecting the Quality of Teaching in Basic Science Education: Physics, Biological Sciences, Mathematics, and Chemistry." Sustainability 11, no. 14: 3958.
As education for sustainable development receives continuing attention, universities provide regular courses, education programs, and individual activities on human rights, diversity, and corporate responsibilities. This study conducts an empirical analysis of a virtuous circle between experience in extracurricular programs as part of humanity education and performance in the labor market based on Education–Career matched data of 15,180 students who graduated from one of the Confucian-based universities between 2008 and 2015. The analysis found that employment is positively affected by not only grades but also extracurricular activities related to humanities, such as completion of an education and practice course on etiquette and social service activities. These findings are significant in verifying that the level of refinement of university students and their participation in social volunteering can have positive effects on employment, thereby leading to the sustainability of a virtuous circle between education and social and economic activities. Therefore, universities should formulate an educational system that integrates expertise, human growth, equality, and human rights, and firms should establish a specific employment manual to identify the invisible characteristics of job seekers to facilitate the sustainability of a virtuous circle between education and social and economic activities.
Wonyoung Baek; Joonmo Cho. Identifying the Virtuous Circle of Humanity Education and Post-Graduate Employment: Evidence from a Confucian Country. Sustainability 2018, 10, 202 .
AMA StyleWonyoung Baek, Joonmo Cho. Identifying the Virtuous Circle of Humanity Education and Post-Graduate Employment: Evidence from a Confucian Country. Sustainability. 2018; 10 (1):202.
Chicago/Turabian StyleWonyoung Baek; Joonmo Cho. 2018. "Identifying the Virtuous Circle of Humanity Education and Post-Graduate Employment: Evidence from a Confucian Country." Sustainability 10, no. 1: 202.
Students’ inattention to the importance of teaching evaluations may undermine the sustainability of the education evaluation system. This study analyzed the effects of the personality variable reflected by monotonic response patterns, which is a typical example of student indifference, on the employability of graduates using Career-SET (student evaluations of teaching) matched data of college graduates from 2008–2012. The results from various estimation models consistently indicated that graduates with a higher ratio of insincere responses in student evaluations of teaching are less likely to be employed, or are hired for lower prestige jobs than other comparison groups. This means that unlike the current practice in which firms rely simply on specifications to hire employees, applicants’ invisible characteristics, such as personality, can also be screened by job interviewers.
Wonyoung Baek; Joonmo Cho. Challenging the Sustainability of an Education System of Evaluation and Labor Market Outcomes. Sustainability 2015, 7, 16060 -16075.
AMA StyleWonyoung Baek, Joonmo Cho. Challenging the Sustainability of an Education System of Evaluation and Labor Market Outcomes. Sustainability. 2015; 7 (12):16060-16075.
Chicago/Turabian StyleWonyoung Baek; Joonmo Cho. 2015. "Challenging the Sustainability of an Education System of Evaluation and Labor Market Outcomes." Sustainability 7, no. 12: 16060-16075.