직업능력개발교육 학습참여자의 참여 동기가 교육만족도에 미치는 영향

Abstract

ABSTRACT

The Effect of Participation Motives of Learning Participant in Vocational Skill Development Program on the Educational Satisfaction -Focused on the Moderating Effects of the 4th Industrial Revolution Recognition

Kim ji uoon Advisor : Prof. Jin Chul Jung,, Ph.D. Department of Business Administration Graduate School of Business Administration, Chosun University

Today, we are living in the age of the Fourth Industrial Revolution. It is a natural prospect that future jobs will be created in the high-tech industry embracing ICT, AI, IoT, virtual reality, bio-technology and bio-industry, and big data. Although these fields will lead the fourth industry in the future, only a few of us feel their presence. In this age of the Fourth Industrial Revolution where anticipation and anxiety of jobs cross each other, the importance of vocational ability development education that helps individual performance is increasing. The purpose of this study is to analyze the effects of the level of participation motivation of trainees participating in vocational ability development education on their satisfaction with contents, lecturers, institutes, and changes, specify the mediating effects of trainees’ awareness of the Fourth Industrial Revolution on the relationship between participation motivation and satisfaction, and thereby provide useful measures for the government to establish and improve systems and policies related to vocational ability development education. To this end, a survey was performed targeting 150 trainees at three vocational training institutes located in Buk-gu and Dong-gu of Gwangju Metropolitan City to examine the relationship between participation motivation and satisfaction in relation to vocational ability development education as well as the mediating effects of the awareness of the Fourth Industrial Revolution. Finally collected 116 questionnaires were statistical processed using SPSS WIN 19.0. The study results can be summarized as follows. First, as for the effects of participation motivation for vocational ability development education on satisfaction with contents, while activity and goal orientation had effects, learning orientation showed no significant effects. Thus, there could be the possibility that lack of achievement and general awareness in the curriculum and the group characteristics of trainees influenced learning orientation. Second, as for the effects of participation motivation for vocational ability development education on satisfaction with lecturers, none of activity, learning, and goal orientation had significant effects. In short, the importance of the educational course regarding the Fourth Industrial Revolution could be related to educational contents provided upon application for the vocational ability program, the rate of attendance, educational expenses, and data provided by lecturers. Third, as for the effects of participation motivation for vocational ability development education on satisfaction with institutes, only learning orientation had significant effects. In other words, the expectation of vocational ability development institutes could have effects. Fourth, as for the effects of participation motivation for vocational ability development education on satisfaction with changes, while activity and learning orientation had significant effects, goal orientation showed no significant effects. Although trainees that completed vocational ability development education well were satisfied with their changes, it could be influenced by the achievement in the curriculum, so the process should be more carefully interpreted. Fifth, as for the effects of satisfaction by category on general satisfaction, satisfaction with contents, lecturers, institutes, and changes had significant effects. Sixth, as for the mediating effects of the awareness of the Fourth Industrial Revolution on the relationship between participation motivation and satisfaction by category, while the knowledge of the Fourth Industrial Revolution significantly influenced the effects of learning orientation on satisfaction with contents, it strongly negatively (-) influenced the effects of learning orientation on satisfaction with changes, and vocational satisfaction in the Fourth Industrial Revolution also strongly negatively (-) influenced the effects of goal orientation on satisfaction with changes. As this study was limited to certain regions of Gwangju, a certain time period, and a certain program, the results should be externally validated through generalization in the whole country, and the comparison between the individual trainees of this study and the programs of preceding research should be carefully performed. In addition, as the influential factors of the Fourth Industrial Revolution only included knowledge, prospect, and vocational satisfaction, this study could not use wide contents and only considered the individual tendency regarding participation motivation, not dealing with the training period, the rate of attendance, or the educational institute evaluation program.