Korea University Department of Education

Introduce the diverse theory and practice, current and future policy of gerontological education to conduct education for old people based on physical, mental, emotional, social development.

This course is designed to provide insights into lifelong education, including human resource development, at the macro level. The course readings deal with policies and administrations from various regions of the world. A consulting perspective is used to analyze approaches utilized by international agencies to implement national lifelong education, including HRD programs. Case studies from USA, Europe, Asia, and Africa are discussed to illustrate the economic, social, and cultural influences on lifelong education, including HRD policies and programs.

This course is designed to do needs analysis for designing continuing education programs. Particular emphasis is given to proactive and reactive educational needs analysis for individual development, organizational development, and social development. It includes quantitative and qualitative methods of data collection and analysis.

This course examines theories and research on adult teaching, learning and counselling, and considers stability and changes during young adulthood, middle age, and old age. Students will study teaching strategies, learning principles, and counselling for adults, in order to apply the knowledge in communities, businesses, and universities.

This course focuses on cross-national, cross-cultural study of educational policy, educational practices, and the structure of educational organization.

This course is designed for students who wish to manage adult educational institution more effectively. It includes intra-organizational leadership, line-staff relationships, labor-management relations, transactions with outsiders, and multi-party negotiations. Emphasis throughout will be on the development of analytic, prescriptive and action-taking skills, mostly from the viewpoint of the general manager.

This course is designed to examine evaluation models and methods of evaluating programs, processes, and products in human resource development educational fields including community, education, business, healthcare, the military, non-profit and government organizations. Particular emphasis is given to topics of reaction evaluation, learning evaluation, behavior evaluation, result evaluation, frameworks for program evaluation, quantitative and qualitative methods of data collection and analysis, communicating and reporting evaluation findings, and the ethics and standards of evaluation practice.

This course is designed to ask detailed questions to go with the main ideas in HRD. For each of the main ideas that you have identified in HRD, you are encouraged to ask yourself questions and answer with your own words. Then you will share your own answers with your colleagues. This learning procedures will help you do study and research alone when you become HRD specialist.

This course is composed of 2 parts. In part I, students will study career education, information, and guidance. In part II, students will study education and training for the information technology workforce.

To facilitate development of knowledge and competency in applying principles and theories of career development, occupational assessment, career development program planning and techniques.

To explore the concepts, theories, components, research, principles, and applications of human resource development in a variety of organizational settings including global context; Emphasis on three areas of practice and theory of HRD: employee development, career development, and organization development.

To study informal and formal learning in the workplace. Particularly, students will explore several planned learning in the work setting, including Structured OJT and mentoring. Students will also develop S-OJT program.

To study the method of job analysis which is the basic unit of work. Particularly this course explores the systematic theories about designing, developing and evaluating task.

To explore the conceptual and logical underpinnings of the research process in adult education; Emphasis on the role of research in HRD, standards/criteria for evaluating research, critiques of contemporary research papers, identification of emerging research themes; Each student proposes research in HRs as a brief research project.

To address the concepts, theories, and techniques of organizational development as applied in HRD; Emphasis on exploring how the learning organization, organizational learning, community of practice, knowledge management, and others impact the organizational system and the culture.

In order to cultivate students’ competence to research independently, students will learn the course of research, such as generating research problem, deciding on research methodology, and arriving to research outputs, and conduct a real research project.