ScholarWorks@Sookmyung Women's University: Lee, Young Min

Detailed Information

Lee, Young Min (이영민)

사회과학대학 (행정학과)

Research Area: human resource development, vocational education and training, employment policy

Tel 02-2077-7050
Homepage

ResearcherID ORCiD Scopus Google Scholar ID ResearchGate

Keyword

직무만족:11||조직몰입:9||NCS:8||HRD:7||교육훈련 투자:6||인적자본기업패널:6||직업훈련:6||job satisfaction:6||Sequential Analysis:5||Vocational Training:5||Hierarchical Linear Model:5||Job Preparation Behavior:5||CIPP evaluation model:5||자격:5||organizational commitment:5||Job Satisfaction:5||youth employment:5||청년고용:5||HLM:5||인적자원개발:4||Transitional State Diagram:4||Organizational Commitment:4||위계적 선형모형:4||결정요인:4||청년취업:4||취업준비행동:4||중소기업:4||Team Performance:4||Elastic Net:4||Correspondence analysis:4||DEA:4||TeamBased Learning:4||Transitional Probability:4||CIPP 평가모형:4||Expertise:4||Heckman 2단계 분석:4||사회적 지지:3||대응일치분석:3||Investment for Education and Training:3||인턴십:3||Topic Modeling:3||Performance:3||Science High School:3||HCCP:3||중소제조기업:3||data envelopment analysis:3||National Competency Standards:3||Situatedness:3||Keyword Network Analysis:3||Turnover:3||the change of productivity:3||Research Trend:3||Elderly:3||Human Resource Development:3||Structuredness:3||전문성:3||이직의도:3||교육훈련:3||현장실습:3||자료포락분석:3||Youth Employment:3||취업효과:3||Youth employment:3||경력단절여성:3||직업능력개발:3||의사결정나무:3||대졸자직업이동경로조사:3||Complexity:3||잠재프로파일분석:3||토픽 모델링:3||Superaged society:3||임금효과:3||조직성과:3||operational efficiency:3||재취업:3||직장적응:3||Motivation:3||특성화고:3||lifelong learning:3||Foreign Language High School:3||Retirement:3||팀 기반 학습:3||주제어 네트워크 분석:3||초기 경력자:3||연구 동향:3||국가직무능력표준:3||Problem Representation:2||turnover intention:2||Problem Solving:2||직업능력개발훈련교사:2||Lotka&apos:2||HRD Curriculum:2||HRD Expert:2||Tablet Computer:2||and Wireless Internet:2||Decision tree:2||직업훈련기관:2||and training programs:2||wage effect:2||진단도구개발:2||진로결정수준:2||Talent Retainment:2||MSSD:2||사회적 자본:2||career development:2||work experience:2||4th Industrial Revolution:2||ADDIE:2||집체교육훈련:2||Team Cognition:2||상대적 효율성:2||상대적 효율성 분석:2||Team Formation:2||Team Interaction:2||청년구직자:2||생산성 변화 분석:2||Team Process:2||Internship:2||Publication Style:2||가변규모수익:2||Introversion:2||초효율성 모형:2||Exploratory Factor Analysis:2||Qualification:2||demographical factor:2||검사타당화:2||취업성과:2||Education and Training:2||Teambased learning:2||eLearning activities:2||순차분석:2||eLearning readiness:2||컨소시엄 사업:2||eLearning readiness in Cyber University:2||elearning:2||e러닝 프로그램:2||Determinant:2||Teamwork:2||Determinant Factor:2||계량서지학적 분석:2||Quantitative Bibliometric Analysis:2||퇴직관리:2||Mobilebased Instruction:2||Random Effect Model:2||employment effect:2||Extroversion:2||Collaborative Problem Solving:2||역량:2||역량모델:2||고정효과모형:2||연구 생산성:2||Career Discontinuity:2||연구동향:2||영향변인:2||평생교육기관:2||평생학습:2||외국어고:2||family factor:2||NCSbased training standards:2||NCS기반 훈련기준:2||Relative Efficiency Analysis:2||Training program evaluation:2||원격훈련:2||과학고:2||위계적 회귀분석:2||Efficiency Analysis:2||illstructured task:2||institutional factor:2||현상학적 연구:2||현장교육:2||Human Resource Development for Women:2||Newcomer:2||교육훈련 참여:2||이공계:2||확률효과모형:2||효율성 분석:2||Human Resources Developer:2||Blog Learning Environment:2||interdisciplinary area:2||구조방정식:2||Elderly worker:2||Job analysis:2||Elderly workers:2||Unstructured Questioning Strategy:2||Correspondence Analysis:2||이직:2||Official Development Assistance:2||Older workers:2||이학계열:2||Variable Returns to Scale:2||인력양성 사업:2||Job training:2||Science and Engineering:2||CIPP Model:2||malmquist productivity index:2||Vocational Education and Training:2||Selfemployed:2||일경험:2||middle and old aged women:2||Keyword: University Placement:2||Semistructured Questioning Strategy:2||Future jobs:2||Kirkpatrick 4 level model:2||Shared Mental Model:2||Shared mental model:2||Outcomes:2||다양성관리:2||자격의 효과:2||Employment Outcomes:2||다층모형:2||GOMS:2||다층성장모형:2||자료포락분석(DEA):2||Vocational education:2||DACUM method:2||대졸자:2||POLS:2||Vocational high school:2||Paid Training Leave:2||대학 진학:2||Consortium training programs for small and middlesized corporations:2||대학생:2||Small and MiddleSized Corporation:2||Influential Factors:2||Vocational training institutions:2||Penalty Regression:2||저술 특성:2||Influential factors:2||Employment Status:2||Social Support:2||Social Supports:2||동기:2||Personality type:2||Consortium training project for small and middle sized corporations:2||Web searching strategy:2||Webbased Team Learning:2||Labor Market Transition:2||qualifications:2||맘퀴스트 생산성 지수:2||제조업:2||제조업종:2||Author Productivity Analysis:2||메타분석:2||reciprocal procedure:2||Aging:2||Latent Profile Analysis:2||조직신뢰:2||Information richnessAppendix APerception of Problems Characteristics MeasureStronglyDisagree Disagree Not Sure Agree StronglyAgree 1 The problems have clearly stated goals or outcomes. 2 The:2||Employment policy:2||Women&apos:2||Work Competency:2||ELearning:2||s law:2||Learning activities:2||Group Counselling:2||Innovation:2||sequential procedure:2||지역고용:2||HR system:2||Elearning program:2||structured task:2||Prime age:2||직무분석:2||Workplace Manager:2||Workplace Type:2||teambased procedure:2||Lotka 법칙:2||New Technology Education and Training Institution:1||North Korean Defectors:1||OECD Countries&apos:1||OECD 주요국가 고용정책:1||Occupational ability development:1||Occupationally injured worker:1||Off Job Education and Training:1||Older adults:1||OntheJob Education and Training:1||Online Education and Training:1||Online Hypermarket:1||Online Training:1||Organizational Career Development Support:1||Organizational Culture:1||Organizational Trust:1||Organizational learning culture:1||Outcome Evaluation:1||Outplacement:1||Outplacement service programs:1||Overeducation:1||Paid training leave:1||Participation of Education and Training:1||Peer Evaluation:1||Penalty 회귀:1||Performance evaluation:1||Phenomenological analysis method:1||Platform Work:1||Policy:1||Policy Implication:1||Policy direction:1||Policy for reemployment:1||Policy implication:1||Policy paradigm:1||Population aging:1||Potential Growth Model:1||Potential Vocational Qualification:1||Preretiring program:1||Preference Toward ELearning ProgramYoungmin Lee†:1||Preferred Company:1||Preliminary retiree:1||Press Analysis:1||Priority Partner Country:1||Private Education for Employment:1||Problem Solving Performance:1||Problem attribute typology:1||Problem solving:1||Problem solving performance:1||Professional Career Orientation:1||Professional Graduate School.:1||Professional development:1||Propensity Score Matching(PSM) Difference in Difference(DID):1||Public Employment Services ․ OECD ․ Active Labor Markit Policy and Panel Regression Analysis:1||Q Methodology:1||Q methodology:1||Q 방법론:1||Qualifications:1||Quality assurance:1||Quality of Job:1||Quality of Life:1||Quasigovernmental Institutions:1||Random effect model:1||ReEntry to Labor Market:1||Reemployment Women:1||Reemployment status:1||Readiness Assurance Process:1||Regional Employment:1||Regional Employment Agencies:1||Regional Employment Network:1||Regional Employment Strategy:1||Regional Human Resource Development (HRD):1||Research Productivity:1||Research Trends:1||Research and Development:1||Research productivity:1||Reserve Service:1||Retention factor:1||Retired police officer:1||Retirement Expectation:1||Retirement age:1||Retirement management:1||Retirement program:1||Retirement support service:1||Returntopre injury job:1||Right people:1||Scenario Planning:1||SchoolBased Enterprise:1||Science Discipline:1||Science Graduate:1||Science Student:1||Science and technology:1||Scientific discourse:1||Selection Attributes:1||SelfEfficacy:1||Selfmanaged team:1||Senior Employment Policy:1||Sequence Analysis:1||Shared mental models:1||Sharing Economy:1||Simulation:1||Skill framework systems:1||Small Business Owner:1||Small and Medium Sized Manufacturing Firms:1||Small and Mediumsized Corporation:1||Small and medium business:1||Small and mediumsized manufacturers:1||Small and mediumsized manufacturing corporations:1||Smart learning readiness:1||Smart technologies:1||Social Network Analysis:1||Social capital:1||Social compensation:1||Social safety net:1||Sookmyung women&apos:1||South and North Unification:1||Special Graduate School:1||Specialized high school:1||Sports and Dance:1||Startup education:1||Startup policy:1||Strategic Industry:1||Strategic industry hrd:1||Strategies and obstacles:1||Structural Equation:1||Structural Equation Modeling:1||Structural equation modeling:1||Subjectiveness:1||Sungeun cho:1||Super efficiency Model:1||Superefficiency Model (SuperSBM):1||Superaged society:1||Survery Research:1||Survival analysis:1||T manpower:1||TVET:1||Talent:1||Task:1||Taskrelated model:1||Teachers’ Competency:1||Teaching Career:1||Team assessment:1||Team development:1||Team diagnostics:1||Team effectiveness:1||Team interventions:1||Team knowledge:1||Team learning:1||Teambased learning model:1||Teamworkrelated model:1||Technical Conference:1||Technical Vocational Education and Training:1||Technical education:1||The Aged:1||The Governance for Coop Education in Netherlands:1||The Journal of Engineering Education Research:1||The Journal of Korean Institute of Industrial Education:1||The Locus for Focus Model:1||The Locus for Focus 모델:1||The middleaged and elderly:1||The most similar systems design:1||Those in Their 20s:1||Trainee evaluation:1||Trainer:1||Training Counseling:1||Transition to Labor Market:1||Turnover Behavior:1||Turnover Factors:1||Turnover Intention:1||Turnover Outcomes:1||Types of Education and Training:1||Undergraduate Student:1||Undergraduate Student researcher:1||Unemployed Women:1||Unemployment exit duration:1||Unification:1||Unification Korea Vocational Education and Training:1||University Students:1||University student:1||Usability:1||Usability Test:1||VET:1||VET investment:1||Vacational Training Consortium Programs:1||Validation Test:1||Validation of Test:1||Venture:1||Voacational Education Research:1||Vocation Training Criteria:1||Vocational Competency:1||Vocational Education Criteria:1||Vocational Eucation and Training:1||Vocational High School:1||Vocational High Schools:1||Vocational Program:1||Vocational Qualification Criteria:1||Vocational Training College:1||Vocational Training Outcomes:1||Vocational Training based on NCS:1||Vocational Training for Local and Industry:1||Vocational Training of North Korea:1||Vocational abilities:1||Vocational certificate:1||Vocational education and training:1||Vocational education decision:1||Vocational education/training:1||Vocational instructors:1||Vocational qualification:1||Vocational skills development:1||Vocational training:1||Vocational training evaluation:1||Vocational training outcomes:1||Vocational training teacher:1||Volunteer:1||Volunteer work:1||Volunteering activities:1||Wage Gap between Large Corporations and Small and Medium Corporations:1||Wage earners:1||Wage effect:1||Webbased digital resources:1||Webbased discussion:1||Weight Coefficients:1||Woman of Career Discontinuity:1||Women Career Support Program:1||Women in science and technology:1||Women public official:1||Work adjustment:1||Work experience:1||WorkLearning Dual System:1||Worklife Balance:1||Worknet:1||Workforce Investment Board:1||Working Age Population:1||Working Environment:1||Workplace Adaptation Development of Diagnostic Instrument:1||Workplace Adoption:1||Young CEO:1||Youngmin lee:1||Youth Life Index:1||Youth Panel:1||Youth job seekerm Latent Class Analysis:1||Youth unemployment:1||a college in the central region:1||adjustment:1||after entry training:1||and accreditation for engineering education:1||attachment:1||career counselling:1||career discontinuity:1||career transition:1||college:1||college graduate:1||community of practice:1||competency development:1||competitiveness:1||consulting:1||consulting model:1||corporate education and training:1||corporate performance:1||corporate value:1||customeroriented payment system:1||degreeseeking process:1||determinants:1||determinants of qualificationn:1||dropout:1||early career:1||early career female employee:1||education &:1||education and skill match:1||effect of qualification:1||effectiveness:1||emotional exhaustion:1||employment effects:1||employment expectation:1||employment permit system:1||employment status:1||employment support service:1||employment training:1||evaluation system:1||expertise:1||extension of retirement age:1||firefighting officers:1||future Corporate Education:1||group culture:1||hierarchical linear model:1||hierarchical regression analysis:1||higher education:1||homeschool teacher:1||human capital corporate pane:1||human capital corporate panel:1||human resource development:1||human resource management:1||income panel:1||incumbent worker:1||instructional model:1||insurance industry:1||insurance planner:1||intangible culture properties:1||intention to retirement:1||internship:1||internships:1||job accomplishment:1||job characteristics:1||job mobility barriers:1||job satisfaction effect:1||job stress:1||keyword network:1||labor demand:1||labor supply:1||latent profile analysis:1||learning nation:1||lifelong learning policy:1||local government officer:1||malmquist productivity analysis:1||manufacturing:1||manufacturing industry:1||mediating effects:1||metal analysis:1||metropolitan area college:1||mismatch:1||multilayered growth model:1||multilevel model:1||national qualification:1||nonparticipation for education and training:1||online training:1||operation process:1||organizational change:1||organizational citizenship behavior:1||organizational performance:1||organizational socialization:1||organizational trust:1||outcomes:1||parttime employee:1||path analysis:1||perception on retirement:1||performance:1||performance &:1||performance Indicator:1||phenomenology:1||policy evaluation:1||policy monitoring:1||polytechnics:1||positive psychological capital:1||preliminary training:1||private qualification:1||productivity:1||professional engineer:1||program satisfaction:1||provideroriented payment system:1||qualification:1||qualification examination:1||qualification impact:1||reemployment support service:1||reentry for middle and small firm:1||research trend:1||retirement management:1||retirement preparation:1||return program:1||s Career Interruption:1||s Economic Activity:1||s employment policy:1||s university:1||secretary:1||sequential analysis:1||small and medium business:1||social capital:1||social network activities:1||social responsibility:1||specialization system:1||subsidy:1||systematization of disciplines:1||tailormade information:1||technologybased startups:1||the Futures Group:1||the proliferation of youth employment policy:1||tool variables:1||training:1||training programs for small and middlesized corporations.:1||ulearning.:1||ubiquitous:1||ubiquitous policy:1||university graduates:1||vocational certification:1||vocational education and training:1||vocational education training:1||voluntary turnover intention:1||wage effects:1||wages:1||work environment:1||work experience program:1||work experience support policy:1||workplace panel survey:1||youth coenesthesia Index:1||youth employment policy:1||youth employment statistics:1||youth job seeker:1||youth job seeking:1||youth unemployment:1||가구적 요인:1||가중계수:1||강사 경력:1||개발도상국:1||개발협력사업:1||개인맞춤형 정보제공:1||개인특성:1||결과변인:1||경력개발:1||경력개발(career development):1||경력개발지원인식:1||경력단절:1||경력몰입:1||경력발달:1||경로분석:1||경쟁력:1||경제적보상:1||경험학습:1||계량 서지학적 분석:1||계약학과:1||계열적 협력:1||고객지향성(customer orientation):1||고령자:1||고용가능성:1||고용복지플러스센터:1||고용서비스:1||고용허가제:1||고용형태:1||고학력 경력단절 여성:1||골프장캐디:1||공공고용서비스 ․ OECD ․ 적극적 노동시장정책 ․ 패널회귀분석:1||공공기관 재직자:1||공급자 중심 지원방식:1||공유경제:1||공유정신모형:1||공적개발원조:1||공학교육인증:1||과업:1||과제수행:1||과학기술 인력:1||관리자:1||괜찮은 일자리:1||교사 역량:1||교수설계:1||교수설계 역량:1||교수전략:1||교육직무 일치도:1||교육담당자:1||교육훈련 미참여:1||교육훈련 방법:1||교육훈련 효과:1||교육훈련시간 투자:1||교육훈련투자:1||교차분석:1||구조화된 과제:1||구직지원:1||구직활동수당:1||국가기술자격:1||국가인적자원개발 컨소시엄:1||국민취업지원제도:1||귀국지원교육:1||근로특성:1||근로환경:1||근무기관:1||근무환경:1||근속임금:1||긍정심리자본:1||기술 컨퍼런스:1||기술사:1||기업 근로자:1||기업 집체교육훈련:1||기업가정신:1||기업가치:1||기업교육:1||기업교육 강사:1||기업성과:1||기업환경:1||기초자치단체 공무원:1||남북통일:1||내향성:1||네덜란드 현장실습:1||네트워크분석:1||노동공급:1||노동수요:1||노동시장:1||노동시장 이행:1||노동시장이행:1||노동패널:1||다양성:1||다양성관리 프로그램 효과:1||다층분석:1||단시간근로자:1||대졸 여성 초기경력자:1||대졸 초기 경력자:1||대졸자 직업이동 경로조사:1||대중소기업 임금격차:1||대체학습:1||대학교육:1||대학생 선호직장:1||대학생취업:1||대학생활 적응:1||대학애착도:1||대학원 진학:1||대학입학사정관전형:1||대한공업교육학회지:1||도구 변수:1||도서관:1||독일 통일 직업교육훈련:1||동료평가:1||디지털 고용서비스:1||디지털 전환:1||디지털 트랜스포메이션:1||리더십:1||마이스터고:1||맘퀴스트 생산성 분석:1||매출액:1||모바일 학습:1||무선 인터넷:1||무형문화재:1||문제 해결력:1||문제표상:1||문헌고찰:1||미래 기업교육훈련:1||미래 유망 자격:1||미래 일자리:1||미스매치:1||미참여 영향요인:1||미취업 여성:1||민간자격:1||밀레니얼 세대:1||반구조화된 질문제시 전략:1||배송기사:1||베이비부머:1||베이비붐 세대:1||변환 상태 도식:1||변환 확률 분석:1||변환상태 도식:1||변환확률 분석:1||보상만족도:1||보정계수:1||보험산업:1||보험설계사:1||북한 인력 직업훈련:1||북한 인력개발:1||북한이탈주민:1||북한이탈주민 인력개발:1||블로그 학습환경:1||비공식 교육:1||비구조화된 과제:1||비구조화된 질문제시 전략:1||비서:1||빅데이터:1||사업체 패널:1||사용성:1||사용성평가:1||사이버대학 이러닝준비도:1||사전취업교육:1||사회적 네트워크:1||사회적 책임:1||사회적보상:1||산업별 현장실습 수요조사:1||산재근로자:1||삶의 질:1||상관분석Investigation on the Correlations between Team Cognition and Team Process as well as Team Performance in Elearning based Team Learning EnvironmentYoungmin Lee†:1||상호작용I. 문제 제기:1||생산가능인구:1||생산성:1||생산성 변화:1||선택속성:1||선행변인:1||선호 영향변인:1||설문조사:1||성격 유형:1||성과 평가지표:1||성과분석:1||성과인식:1||성과평가:1||성향점수매칭:1||소방공무원:1||소상공인:1||수도권 전문대학:1||수요자 중심 지원방식:1||수행공학:1||순차 분석 방법:1||순차분석 방법:1||시뮬레이션:1||시설관리공단:1||시장실패:1||신기술 훈련 교육훈련기관:1||실무 종사자:1||실천학습공동체:1||심층 면담:1||양성교육과정:1||언론 분석:1||업무성과:1||여대생:1||여성 경제활동:1||여성경력 지원프로그램:1||여성경력단절:1||여성공무원:1||여성인력개발센터:1||여성인적자원개발:1||여성인적자원개발전문가:1||역량모델개발:1||연구 생산성 분석:1||연구개발:1||예체능계 전공자:1||온라인 대형마트:1||외국인취업교육:1||외향성:1||요구분석:1||운영 효율성:1||운영절차:1||워크넷:1||원격교육훈련:1||원직복귀:1||웹 기반 팀 학습:1||웹 정보검색:1||유급휴가훈련:1||유러닝:1||유비쿼터스:1||유비쿼터스 정책:1||유비쿼터스 평생학습:1||유연근무제:1||융복합:1||융합:1||융합형 인재:1||은퇴:1||은퇴 기대:1||은퇴 희망 연령:1||이공계 기술창업:1||이공계 기피현상:1||이공계 노동시장:1||이공계 대학생:1||이공계 발전전략:1||이공계 여성 청년층:1||이공계 여학생:1||이공계 정부정책:1||이동수업:1||이러닝준비도:1||이러닝학습활동:1||이중차이:1||이직성과:1||이직요인:1||이직행동:1||이학계열 졸업자:1||이학계열 학생:1||인구학적 요인:1||인력관리 방안:1||인재상:1||인재양성:1||인재확보:1||인적자원:1||인적자원개발 담당자:1||인적자원개발 전문가:1||인적자원위원회:1||일 경험:1||일·생활 균형:1||일·학습병행:1||일경험 지원정책:1||일경험 프로그램:1||일반대학원:1||일자리 특성:1||일자리만족도:1||일자리의 질:1||임금:1||입국 후 교육:1||입직경로:1||입직동기:1||입직준비:1||자격검정:1||자격기준:1||자격제도:1||자격취득:1||자격취득요인:1||자기 효능감:1||자발적 이직의도:1||자영업자:1||자원봉사:1||자원봉사자:1||자원봉사활동:1||잠재계층분석.:1||잠재성장모형:1||잠재프로파일:1||장기근속:1||장년 인력:1||장년고용정책:1||재직자:1||재취업 여성:1||재취업 프로그램:1||재취업지원서비스:1||재해구호:1||재해구호 담당자:1||저술특성:1||전략산업:1||전문가지향성:1||전문계 고등학교:1||전문대학원:1||정년연장:1||정보통신기기 활용 기술:1||정보통신기기 활용 지식:1||정부 개입:1||정서적 소진:1||정책모니터링:1||정책방안:1||정책평가:1||제도적 요인:1||조절효과:1||조직문화:1||조직변화:1||조직사회화:1||조직시민행동:1||종목 체계화:1||주관성:1||주제어: 특수목적고등학교:1||준비도 확인과정:1||준정부기관:1||중고령 여성인력:1||중부권 전문대학:1||중소기업 재취업:1||중소기업 직업교육훈련:1||중소기업 훈련 컨소시엄:1||중소기업 훈련 컨소시엄 사업:1||지역고용 방향성:1||지역고용전략:1||지역고용전략 모델:1||지역고용전략탐색:1||지역노동시장:1||지정도서서비스:1||직무불일치:1||직무성과:1||직무성취도:1||직무소진:1||직무스트레스:1||직무역량:1||직업교육:1||직업교육기준:1||직업교육연구:1||직업교육훈련:1||직업기초능력평가:1||직업능력개발 분야:1||직업세계:1||직업세계로의 이행:1||직업윤리의식(professional ethical standards):1||직업이동:1||직업정보:1||직업훈련 보조금:1||직업훈련기준:1||직업훈련의 성과:1||진로상담 지원:1||진로성과:1||진로이동:1||진로장벽:1||진로준비:1||진로준비행동:1||진학 결정요인:1||집단문화:1||집단상담 프로그램:1||창조경제:1||책무:1||청년 취업:1||청년CEO:1||청년고용정책:1||청년고용정책 활성화:1||청년고용통계:1||청년내일채움공제:1||청년세대:1||청년실업:1||청년의 삶:1||청년체감지표:1||청년패널:1||취업:1||취업 눈높이:1||취업 사교육 지출:1||취업 사교육비:1||취업능력개발:1||취업성공패키지:1||취업역량:1||취업역량 강화 프로그램:1||취업준비생:1||취업준비활동:1||취업지원서비스:1||취업지원수당:1||컨설팅:1||컨설팅 모형:1||컨조인트:1||코로나19:1||키워드 네트워크:1||타블렛 컴퓨터:1||탐색적 요인분석Identifying Variables that Affect Learners&apos:1||통일:1||통일한국 직업교육훈련:1||퇴직 예정자:1||퇴직경찰:1||퇴직의도:1||퇴직인식:1||퇴직준비:1||퇴직지원 프로그램:1||특성화:1||특수고용형태근로자:1||특수대학원:1||팀 구성방식:1||팀 기반 학습모형:1||팀 활동과정:1||팀성과:1||팀워크:1||팀인지:1||팀중:1||팀학습:1||팀학습 효과성:1||패널티 회귀:1||평가제도:1||평생학습 정책:1||포커스 그룹 인터뷰:1||폴리텍대학:1||프로그램 만족도:1||플랫폼노동:1||학교기업:1||학교적응:1||학생연구원:1||학습 리더:1||학습 모형:1||학습국가:1||학습자교사:1||학습활동:1||학업중단:1||학위 취득과정:1||한국교육고용패널:1||한국어교육:1||한국직업정보시스템(KNOW):1||핵심역량:1||핵심직무능력:1||핵심직무능력향상:1||혁신:1||현장교육훈련:1||현장실습 교육:1||현장실습 지원 거버넌스:1||협동조합:1||협력적 문제 해결 학습:1||형성적 연구방법론:1||호혜적 협력:1||홍콩 한국어 학습자:1||훈련 성과 평가:1||훈련 프로그램:1||훈련기관 감독:1||훈련상담:1||&:1||훈련행정:1||20대:1||4차 산업혁명:1||4차산업혁명:1||AHP:1||AI:1||Active aging:1||Administrative Work of Training:1||Admission Officer:1||Ageing workers:1||Aging Workforce:1||Alternative learning:1||Analytic of Hierarchy Process:1||Antecedents:1||Artificial intelligence:1||Avoidance of science and technology fields:1||BCC model:1||BCC 모형:1||Baby Boomer:1||Best Age to Retire:1||Bibliometric Analysis:1||Big data:1||Borich Needs Analysis:1||Borich 요구도:1||Burnout:1||CCR model:1||CCR 모형:1||COVID19:1||Career Barriers:1||Career Decision Level:1||Career Decision Making Level:1||Career Preparation Behavior:1||Career commitment:1||Career counselling:1||Career development:1||Career development counselling:1||Career discontinuity:1||Career path:1||Career transition:1||CareerInterrupted Woman:1||CareerInterrupted Woman ReEntry to Labor Market Workplace:1||Characteristics in Description:1||Characteristics in description:1||Classroom inquiry:1||Classroombased Education and Training:1||Cluster Analysis:1||Coop Education:1||Coop program:1||College Adjustment:1||College Entrance:1||College student employment:1||Collegetowork transition:1||Compensation satisfaction:1||Compensation system for S&:1||Competence:1||Competencies:1||Competency Model:1||Competency Model development:1||Competency modeling:1||Competing values framework:1||Conjoint Analysis:1||Consortium Training Program:1||Continuos Employment:1||Contract department:1||Convergence human resource:1||Cooperative:1||Core Competency:1||Corporate Education:1||Corporate education:1||Correction Factor:1||Creative economy:1||Crosstab Analysis:1||Cultivate people of talent:1||DACUM 기법:1||Data Envelope Analysis(DEA):1||Data Envelopment Analysis(DEA):1||Decent Jobs:1||Decision Tree:1||Delivery Drivers:1||Department of Science:1||Determinant Factors:1||Determinant Factors of Entrance:1||Determinantal Factors:1||Development of Diagnostic Instrument:1||Development plan for science and technology:1||Digital Transformation:1||Digital employment services:1||Digital transformation:1||Disaster Relief Work:1||Diversity:1||Diversity Management:1||Diversity Management Program:1||Diversity management:1||Downgrading employment:1||Duty:1||EAP:1||Early Career of Graduates:1||Economic compensation:1||Education and Training Participation:1||Education and training:1||Education quality assurance:1||Educational investment:1||Elderly retiree:1||Elementary teachers:1||Employability:1||Employee assistance program:1||Employment Competency:1||Employment Competency Empowering Program:1||Employment Panel:1||Employment Path:1||Employment Preparation. Degree of preparation for employment:1||Employment and Welfare Plus Center:1||Employment effect:1||Employment expectation:1||Employment insurance:1||Empolyment Serviece:1||Entrepreneur:1||Entrepreneurship:1||Expenditure:1||Experience Learning:1||Explore local employment strategy.Local employment strategy direction:1||Extension of retirement age:1||External factor:1||Facility Management Corporation:1||Factors the Investment in Education and Training:1||Factors the investment in education and training:1||Field Learning Industry Professional Practice:1||Field education:1||Field education Industry Professional Practice:1||Field training:1||Fixed Effect Model:1||Fixed effect model:1||Flexible Work System:1||Focus Group Interview:1||Formative Research:1||Future job market:1||Future technological changes:1||General Graduate School:1||German Unified Vocational Education and Training:1||Golf caddie:1||Government intervention:1||Government policy of science and technology:1||Government project:1||Graduate Occupational Mobility Survey:1||Graduate School Entrance:1||Graduates Occupational Mobility Survey(GOMS):1||Graduates of Art:1||HR 시스템:1||HRD Research Trend:1||HRD of North Korean Defectors:1||HRD of North Koreans:1||HRD담당자:1||HRD연구동향:1||Heckman 2 step analysis:1||Heckman 2stage analysis:1||Heckman twostage     model:1||Heckman‘s twostep analysis:1||Hierarchical Linear Modeling:1||Hierarchical regression analysis:1||High skills vocational education and training:1||Human Capital Corporate Panel:1||Human Performance Technology:1||Human Resources Development:1||Human Resources Development Center for Women:1||Human resource development:1||Human resources:1||IT education:1||IT qualification:1||IT qualification effect:1||IT 자격:1||IT 자격의 임금효과:1||IT 자격의 취업효과:1||Indepth interviews:1||Independent Contractor:1||Industry field training:1||Influence factors:1||Influential Variable:1||Influential factors for nonparticipation:1||Informal learning:1||Information and Communication Technology:1||Information education:1||Information richness:1||Information service:1||Information society:1||Informatization:1||Innovative culture:1||Instruction:1||Instruction Strategy:1||Instruction of VETRelated Institutions:1||Instructional design:1||Instructor:1||Instrument design:1||Integrated technical education cluster:1||Internal factor:1||International Cooperation:1||International cooperation:1||Investment:1||Investment of Education and Training time:1||Itinerant class:1||Job Analysis:1||Job Competency:1||Job Information:1||Job Performance:1||Job Preparation:1||Job Promotion Allowance:1||Job Search Support:1||Job Seeker:1||Job Success Package:1||Job Support Allowance:1||Job Training:1||Job Training of North Koreans:1||Job adjustment:1||Job history:1||Job mismatches:1||Job mobility:1||Job motivation:1||Job relatedtraining:1||Job retention:1||Job training participation:1||KLIPS Dataset:1||Kirkpatrick:1||Kirkpatrick 평가모형:1||Korea Network for Occupations and Workers(KNOW):1||Korean Education:1||Korean Education &:1||Korean Education and Employment Panel:1||Korean Learner of Hong Kong:1||Korean National Employment Support System:1||Korean labor &:1||Labor Market:1||Labor market of science and technology:1||Labor market transition:1||Late middleaged:1||Latent Profile Analysis(LPA):1||Latent class analysis:1||Leadership:1||Learning leader:1||Legal system:1||Library:1||Lifelong Education Institution:1||Lifelong learning institute:1||Literature review:1||Local labour market:1||Lotka’s Law.:1||Lotka’s law:1||Lotka법칙:1||Maladjustment:1||Manufacturing Industry:1||Manufacturing industry:1||Market failure:1||Metaanalysis:1||Middle school classroom:1||MiddleAged workforce:1||Middleage retiree:1||Middleaged and elderly:1||Middleaged women:1||Millennials:1||Model for Regional Employment Strategy.:1||Multilevel growth model:1||Multiple correspondence analysis:1||Music:1||Mutualaid Program:1||NCS 기반 직업훈련:1||National Human Resource Development Prractices:1||Needs analysis for sectoral Coop Education:1||Network Analysis:1||Networking Competency:1||

STATISTICS: Total View :5,640,147; Today View :799

RSS_1.0 RSS_2.0 ATOM_1.0

Sookmyung Women's University. Cheongpa-ro 47-gil 100 (Cheongpa-dong 2ga), Yongsan-gu, Seoul, 04310, Korea 02-710-9127

Certain data included herein are derived from the © Web of Science of Clarivate Analytics. All rights reserved.
You may not copy or re-distribute this material in whole or in part without the prior written consent of Clarivate Analytics.

Detailed Information

Keyword

BROWSE