Course Of Career Research Articles

Dosimetry as a Lagging Indicator of Occupational Exposure to Nitrous Oxide in Pediatric Sedation: A Collaborative Process Improvement Project With Industrial Hygiene.

Nitrous oxide (N2O) is commonly used in pediatric procedural sedation. It is an attractive option to facilitate intravenous line placement, as it does not extend sedation recovery from subsequently administered agents. Although debate exists regarding health consequences of occupational exposure now that scavenging of exhaled gases is common, cooperation of pediatric patients to maximize engineering controls is not guaranteed and can contribute to repeated exposure over the course of a clinician's career. There is no global consensus on personal exposure limits, but the National Institute for Occupational Safety and Health published U.S. guidelines. A dosimetry survey of our sedation team during a short N2O procedure for intravenous line placement exceeded the National Institute for Occupational Safety and Health Recommended Exposure Limit (REL) of 25 parts per million. We designed a process improvement initiative to reduce occupational exposure below the Recommended Exposure Limit on serial surveys. A continuous flow, titratable, full-face mask N2O delivery system with scavenging by a central vacuum connection was used. A retrospective chart review of N2O procedures performed before the initial dosimetry survey revealed practice trends in provider behavior during N2O administration. Initiation of N2O gas flow and maintenance of face mask seal on an uncooperative patient were identified as two sources of variability. Two-handed face-masking technique, initiation of N2O gas flow only after masking, and continued masking for 2 min of exhaled scavenging were standardized and socialized as best practices. Subsequent dosimetry surveys of the sedation team were coordinated by Industrial Hygiene. Pre- and post-intervention phases were 17 months each and included 92 and 201 N2O patients, respectively. Six dosimetry surveys occurred in the post phase. Intravenous line placement was the typical procedure surveyed. Dosimetry results for all team members during surveys 1-4 were below the REL, with 14 of 16 samples falling below the level of quantitation. Elevated dosimetry results in survey 5 prompted reevaluation of work practices and equipment. A loose component on the delivery system was discovered, corrected, and incorporated as a pre-procedure check. With no further changes to work practices, dosimetry results were below the REL for survey 6. We layered work practice changes atop engineering controls to reduce occupational exposure levels for medical team members. We utilized dosimetry as a lagging indicator, prompting frequent reassessments of our equipment and processes that we might not otherwise have performed. Pediatric sedation programs are encouraged to consider whether Industrial Hygiene resources might provide synergy to process improvement efforts with inhalational sedation agents.

Gender Differences in Job Requirements: Change Within Careers and Across Cohorts

ABSTRACTWe examine differences in jobs held by men and women based on a measure not used before, the standard human resources measures of “knowledge, skills, and abilities” generated by job analyses. While there is an abundance of evidence on gender disparities in pay, we know much less in detail about differences in the work men and women perform and especially how these differences have changed over time. We use nationally representative data for two cohorts of college graduates, one entering the post‐college workforce in 1994 and another in 2009, and we follow them for the first 10 years of their careers. We find that women generally held jobs with lower requirements relative to men. The gender gap in job requirements grew over the course of individuals' careers for the first cohort (1994–2003) but declined sharply for the second (2009–2018). We also find that among the second cohort, women received a wage premium for social skills that was greater than what men received.

DIAGNOSIS OF CAREER READINESS AMONG SENIOR UNDERGRADUATES AND GRADUATE STUDENTS: DIAGNOSTIC TOOLS, RESULTS OF CONFIRMATORY EXPERIMENT

This study delves into the intricate landscape of career decision-making, transcending the conventional job selection paradigm to encompass a holistic understanding of oneself, an awareness of potential vocations, and insights into developmental trajectories. Conducted at Toraighyrov University in the Kazakhstan, the research engaged 310 participants, comprising 215 undergraduates and 95 graduate students. Spanning humanities and STEM fields. Key findings emphasize the critical need for tailored interventions, including a specialized career course targeting information utilization skills and self-awareness. The proposed enhancement of one-on-one career counseling sessions aims to empower students with lifelong skills for effective self-management. Employing the Career Decision-making Difficulties Questionnaire (and the Six Phases of Career Decision-making Questionnaire, the study delineates the six phases of career decision-making, shedding light on significant challenges that serve as prognostic indicators of career readiness motivation. A noteworthy finding reveals that 43% of fourth-year undergraduates and 47% of graduate students are positioned in the pivotal fourth phase, representing a fundamental competency for those embarking on their professional journeys. Furthermore, the study underscores the rarity of achieving the sixth phase, symbolizing a fully determined career choice, with only 15% of graduate-level respondents and 7% of undergraduates reaching this advanced level of decision-making prowess

Thrombospondins: Conserved mediators and modulators of metazoan extracellular matrix.

This review provides a personal overview of significant scientific developments in the thrombospondin field during the course of my career. Thrombospondins are multidomain, multimeric, calcium-binding extracellular glycoproteins with context-specific roles in tissue organisation. They act at cell surfaces and within ECM to regulate cell phenotype and signalling, differentiation and assembly of collagenous ECM, along with tissue-specific roles in cartilage, angiogenesis and synaptic function. More recently, intracellular, homeostatic roles have also been identified. Resolution of structures for the major domains of mammalian thrombospondins has facilitated major advances in understanding thrombospondin biology from molecule to tissue; for example, in illuminating molecular consequences of disease-causing coding mutations in human pseudoachrondroplasia. Although principally studied in vertebrates, thrombospondins are amongst the most ancient of animal ECM proteins, with many invertebrates encoding a single thrombospondin and the thrombospondin gene family of vertebrates originating through gene duplications. Moreover, thrombospondins form one branch of a thrombospondin superfamily that debuted at the origin of metazoans. The super-family includes additional sub-groups, present only in invertebrates, that differ in N-terminal domain organisation, share the distinctive TSP C-terminal region domain architecture and, to the limited extent studied to date, apparently contribute to tissue development and organisation. Finally, major lines of translational research are discussed, related to fibrosis; TSP1, TSP2 and inhibition of angiogenesis; and the alleviation of chronic cartilage tissue pathologies in pseudoachrondroplasia.

How Pilates changed the course of my dance career

How Pilates changed the course of my dance career

How Pilates changed the course of my dance career

How Pilates changed the course of my dance career

The Effect of Career Course on Career Decision Making Self-efficacy of Senior University Students

The aim of this study is to evaluate the effect of an “Interviewing Skills in Career Counseling” course on the level of career decision-making self-efficacy of senior university students. In this sense, the qualitative-quantitative category of mixed-methods was used. The Career Decision-Making Self-Efficacy Scale and course evaluation form were utilised to examine the effectiveness of this course, consisting of theory and practice for a total of 14 weeks. The experimental group includes of senior students from the Department of Counseling and Guidance who chose the course, while the control group includes of senior students who didn’t choose the course and were studying in the same department. Both groups were administered the Career Decision-Making Self-Efficacy Scale as pre-test and post-test, and in addition to this, an evaluation form was used for the experimental group as a post-test. When the results obtained from the quantitative data are examined, the experimental group made progress and there was a significant difference between the experimental group and the control group in terms of the total score for career decision-making self-efficacy levels and the subscales of career decision-making self-efficacy in terms of job/occupational information, career choice and ways of creating a career plan. The qualitative findings were grouped into three categories: change as a result of the course, limitations and strengths of the implementation.

대학생을 위한 단회기 진로상담 모형 및 운영 매뉴얼 개발

Objectives The purpose of this study is to develop a career counseling model and manual so that career counseling instructors (or school counselors) can provide career counseling services to students (clients) during one session (single session). Methods For this purpose, we conducted a literature analysis and collected basic data by analyzing the current status of career counseling linked to career courses at D University in Gyeonggi-do. Based on basic data, the theoretical components of the research model were selected and the opinions of the expert group were collected to establish the research model. In the second Delphi survey, the suitability of the research model was verified and expert opinions were collected on the components of the career counseling manual. In the third Delphi survey, the validity of the single-session career counseling manual was verified. Results The single-session career counseling model consisted of a total of four stages. Step 1 is the start/preparation step, step 2 is the in-depth exploration step, step 3 is the action execution step, and step 4 is the finishing step. The career counseling manual consists of a total of 6 chapters. Chapter 1 outlines single-session career counseling (definition of single-session career counseling, operating period, operation procedure), chapter 2 prepares for single-session career counseling (application and operation method for counseling, how to use Online, schedule management method, notes, Guidance on screening potential students and related support), Chapter 3, single-session career counseling process and strategies (4 stages of single-session career counseling, career counseling intervention strategies), Chapter 4, counseling guide by type of career problem (types of career counseling for college students and intervention strategies, majors) Cases according to satisfaction and goal setting), Chapter 5 Examination of counselor preparation behavior (consultation preparation checklist, basic role of counselor, communication checklist, core skills of counseling), Chapter 6 Appendix (Risk assessment of high-risk group, satisfaction with major, career goals), conflict situation, goal setting, list for career efficacy, etc.). Conclusions A model was developed so that career course instructors (counselors) could efficiently counsel many students (clients) within a limited time, and a manual was developed to facilitate smooth counseling activities. Although single-session counseling has existed for a long time, it is meaningful that a plan that can be practically used in a situation where there are not many studies has been prepared.

진학계 고교 영어과의 진로별 과목 분화 방안 연구

Objectives The purposes of this study is to develop career-differentiated English subject syllabus necessary to implement a career-differentiated curriculum in academic high school. Methods To achieve this, the researcher presented a career-differentiated design proposal for English subjects to 130 teachers who specialized in English or educational curriculum. The approach involved obtaining feedback from them and tentatively finalizing the design proposal based on their opinions. Results This study drew the following conclusions. Firstly, it is necessary to differentiate English subject according to career course and as the grade goes up, English subject can be further differentiated according to the courses that require specialization. Secondly, English subject should be differentiated according to its level and function. Lastly, in terms of course completion system, adopting large-scale unit system will be able the career-differ-entiated English curriculum to operate well. Based on these results, English subject syllabuses were developed for literacy course, science course, art course, and athletics course. Conclusions The developed career-differentiated English subject syllabus will provide students with learning op-portunities that align with their diverse career inclinations. Students will have the chance to experience in-depth learning tailored to the characteristics of English curriculum subjects, enabling them to make informed decisions about their career paths through the selection and completion of English courses.

Likeness across Nature

Abstract Over the course of a long career, Hieronymus Fabricius of Aquapendente sought to train students and readers to think across nature. This article suggests that we read his program as inculcating an “anatomical eye”: a visual language of the body’s logic and nature’s intention that encoded knowledge, which expert anatomists derived from touch and sight combined. Fabricius both taught and learned haptically, observing organs’ divisions through variations in texture and measuring the differences in reproductive anatomy across animals with his fingers. Through dissections of sheep, cattle, horses, sharks, guinea pigs, dogs, and humans, he gathered details about how nature had produced both startling likenesses and particularities across the animal kingdom. While artists sometimes struggled to capture his experience, Fabricius’s longstanding commitment to working with them revealed that, whatever the challenges, the potential for expanding the “anatomical eye,” and the reputation that came with it, was worth the risk.

College Career Courses and Growth Toward Vocational Identity Achievement Status

This study used a longitudinal quasi-experimental design to explore the intersection of self-regulated learning and career development, while validating a manualized college career course as an effective career intervention. A group of undergraduate students enrolled in a for-credit college career course was compared to students in the general student body on measures of career exploration, career commitment, and commitment resistance to observe whether participation in the career course was associated with growth toward vocational identity achievement as observed by significant increases in both career exploration and career commitment and significant decreases in commitment resistance. Multilevel modeling revealed that the treatment group experienced significantly more growth toward vocational identity achievement compared to the control group. Additionally, career metacognitions were observed to differentially impact the effects of the career course on career exploration, career commitment, and commitment resistance.

Students as partners for effective change

My journey as a student partner began in the summer of 2020, amidst overwhelming COVID-19 hysteria and an opportunity to explore a new kind of online learning. I was doing research with a professor of mine and invited to a workshop about Pedagogical Partners with Alison Cook-Sather. When I learned how impactful my work could be as a student partner, I was hooked. For many years, I had felt as though students were not listened to, heard, or respected. I wanted students to be able to play an active role in their own learning. My freshman year, I became an undergraduate teaching assistant (UTA). The experience truly changed my college experience - I mended my troubled relationship with school and learning and came to love it. Now, in my final year of college, I’ve been a UTA every semester since my freshman year. I’ve done research on the number of UTAs across the country and on campus at Syracuse University (SU). At SU, UTAs were few and far between, just about 10% of classes had one. The most common answer as to why UTAs weren’t used was that there was no money to pay them, so I created my own class that gave students 3 credits to be a UTA and partnered up with two close faculty mentors of mine to teach it. We reflected, dished out advice, and made important bonds with faculty and each other. After one very successful semester, we combined with the Partnership for Inclusive Education (PIE) Program through the Center for Teaching and Learning Excellence to merge the UTA program with a student consultant program. This semester, I am enjoying the best of both worlds as a UTA as well as a lead student consultant. Over the course of my college career, I have learned what a true partnership means, experienced the two-way learning it provides, and worked to make courses more inclusive, understanding, and student-centered. I’ve fought hard to put students in decision-making roles and mentored countless students into fantastic student partners that have changed campus for the better.

Developing Students’ STEM Career Identity and Sense of Belonging in a Biology Class

Undergraduate career courses impact students’ STEM self-effcacy and identity, helping to close opportunity gaps by promoting retention and reducing the time to graduation. However, these courses are generally separate from students’ disciplinary courses, which allows students to see this work as important, but separate. In addition, this siloed approach means that only students who take these classes or engage with career services support individually have access to these opportunities. This opportunity gap is likely compounded for students from underrepresented and minoritized groups, creating a structural barrier where these students are expected to recognize the value and seek these opportunities in unfamiliar and often exclusionary environments. By integrating career exploration, skill development, and reflection into a student-centered biology classroom, we aim to engage students in purpose-driven exploration, planning, and skill development within the context of their disciplinary learning experiences. Drawing on the Social Cognitive Career Theory and Marcia’s Identity Formation Model we designed and assessed the IRL (In Real Life) lab curriculum, which was implemented in a student-centered introductory biology class that includes lecture and lab components. Through the IRL lab, students engaged in activities that helped in (a) Identifying and articulating their purpose, which we define as the intersection of their values, interests, skills, and the societal impact they prioritize in their work (b) Purpose-driven exploration and planning and (c) Making meaning of their experiences by building and articulating career-related skills, and building professional networks. We evaluated the outcomes using a qualitative coding approach, triangulating data from class assignments, focus groups, and semi-structured interviews to assess the impacts of the IRL lab on students’ STEM career identity and sense of belonging. We find that engaging with the IRL lab: (a) Increases students’ career-related self-effcacy and outcome expectations, thus impacting their STEM career identity (b) Shifts their focus from a destination-driven approach (specific job or career) to a purpose-driven approach, thus impacting their identity formation process and (c) Increases access and students’ sense of belonging by engaging them in making meaning of their disciplinary experiences and reflecting on how their academic goals align with their career goals. To summarize, STEM higher education is a choose your own adventure challenge where only some participants are equipped with the tools needed to navigate this new world. Engaging in career-related exploration and reflection in a disciplinary, student-centered class breaks down this structural barrier by equipping all students with the tools and strategies needed for success, thus empowering ALL students to choose their own adventure. This work was supported by the Lyman Briggs College AD Innovation Fund and the AACU Curriculum to Careers Institute. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Constructing A Model of the Impact of Human Capital and Social Capital on the Employment Quality of Chinese University Graduates: Based on the Mediating Role of Career Development

Introduction: This article is based on the theories of human capital, social capital, social interaction, and collaborative governance. From the dual perspectives of human capital and social capital, combined with the mediating role of career development, it studies the factors that affect the quality of employment for university students and constructs a conceptual model to determine the mediating role of career development between human capital, social capital, and the quality of employment for university graduates. Through a large amount of literature and previous research theories, suitable employment quality indicators, human capital indicators, social capital indicators, and career development indicators were selected. This article reveals the influencing factors of improving the employment quality of university graduates, providing ideas for improving the employment quality of university graduates and promoting the improvement of the higher education system and the stable development of the social economy. Objective: It introduces a novel perspective on career development and explores the mediating role of career development in the impact of human capital and social capital on the employment quality of university graduates. This not only provides more objective and scientific guidance for university graduates' job values, self-awareness, and planning but also helps them better develop and cultivate their own human capital and social capital capability providing effective practical guidance. At the same time, it can provide objective analytical data for the reform of major settings in university education, the establishment of career courses, and the fair and reasonable formulation of employment policies, providing a new research perspective for studying the quality of employment of university graduates. Theoretical Framework: In the developmental stage, at least four economists have made outstanding contributions: Theodore W. Schultz and Gary Becker, Jacob Mincer and Edward Denison, respectively from different angles in different fields for the formation of the basic framework of the foundation, the modern sense of human capital theory was born, not only laid the theoretical foundation for the western education economics but also opened up a new field of western economics research. Method: The research of domestic and foreign scholars on the career development of university students is similar. Due to the differences in the focus, attention topics, and research methods, the dimensions of career development of university students are also defined differently. Results and Discussion: The theories of human capital and social capital have received attention and recognition from scholars as the basis for studying the quality of employment for university graduates. The impact of human capital and social capital on the quality of employment for university graduates is also significant. However, in existing research, there are not many studies that focus on the quality of employment for university graduates from the perspectives of schools and social governance, based on social interaction theory and collaborative governance theory. Specifically, there is a lack of systematic theoretical support and empirical exploration in exploring the impact of major differences and career development on the quality of employment for university graduates, and overall, it is still in the exploratory stage. Research Implications: The research results indicate that there is a significant correlation between career development, human capital, social capital, and the quality of employment for university graduates Originality/Value: This model is not yet tested in Chinese contexts.

Unlocking Value Co-Creation in Entrepreneurial Ecosystems: The Vital Role of Institutions

The entrepreneurial ecosystem is quite complicated because of the presence of numerous stakeholders and the inclusion of multicultural and social elements in diverse communities. The role of entrepreneurship education in developing entrepreneurial skills and aptitude has evolved. The collaboration between universities, companies, and organizations in the collaborative online international learning (COIL) approach plays an important role in the entrepreneurial ecosystem to enhance value co-creation. To extend the limited literature on value creation through entrepreneurship education among stakeholders and analyze the entrepreneurial ecosystem from a micro perspective, this study investigated why companies and organizations support universities at the individual, organizational, and institutional levels to foster entrepreneurial ecosystems. Following a global career course using the COIL approach, semi-structured interviews were conducted in person or via Zoom with four representatives of the Embassy of Canada to Japan, Ernst & Young, and Manulife from April to May 2022. The modified grounded theory approach was used to analyze the responses from three institutions. The results showed that students were provided with the opportunity to solve actual issues that the three institutions faced and the students’ perspectives were considered to identify and develop high-quality proposals at the individual, organizational, and institutional levels. The institutional philosophy, organizational engagement and development, and personal development of the representatives of these institutions effectively create values within universities while also forming entrepreneurial ecosystems at Japanese and Canadian companies, organizations, and universities to help build the next generation of leaders. This study has important implications through its contribution to society and the development of an entrepreneurial ecosystem in collaboration with the academic, industrial, and public sectors.

Is REBT Useful for Reducing Adolescents’ Career Decision Difficulties and Distress? A Randomized Trial

The present study examined the efficacy of a 6-session Rational Emotive Behavior Therapy (REBT) career intervention program for high school students in reducing career decision-making difficulties and emotional distress. Nine classes of 11th graders in two Romanian public high schools ( N = 233) were randomly assigned to a REBT career intervention and a Regular career course. The data were collected in three waves: before and after the interventions and at a 6-month follow-up. Career decision-making difficulties decreased in both intervention groups post-intervention and at the 6-month follow-up. Worry and irrational beliefs decreased more in the REBT group at the 6-month follow-up. Emotional distress and negative dysfunctional emotions decreased in the REBT group both post-intervention and at the 6-month follow-up, but they increased in the Regular group. The Discussion explores factors that may contribute to the decreased career decision-making difficulties in both groups and the benefits of the REBT career intervention.

A structured curriculum supporting biomedical trainees’ transition into independent academic positions and early career success

The United States government makes a substantial investment in biomedical training programs each year. However, for most trainees, these opportunities do not translate into career progression in academic research pathways. Only about one-fifth of postdoctoral fellows eventually secure a tenure-track faculty position, and even among these candidates, attrition is high. Although a number of factors govern career choices and career longevity, the transition from trainee to faculty is a challenging process and requires knowledge and skills that are not necessarily developed during a traditional university experience. Many postdoctoral fellows receive adequate training in research skills and scientific communication, but new faculty report not being sufficiently prepared for the job search process and for starting their labs. To address this critical training gap, the ITERT core (Interdisciplinary Translational Education and Research Training) and the Office of Postdoctoral Fellows at the University of Texas MD Anderson Cancer Center implemented a structured course for both postdoctoral fellows and senior PhD students to provide formalized training for successfully navigating academic positions in biomedical research. Here we report on the pilot Navigating Academic Careers course conducted in 2021–2022 for 30 PhD students and postdocs. The nine-module course was conducted over 13 weeks in 25.5 h instructional sessions. The key educational objectives included 1) navigating the job application and the interview/negotiation process, 2) hiring, leading, and mentoring lab personnel and program support staff, 3) project administration and financial stewardship, 4) managing time and work-life balance and 5) developing collaborations, branding, personalized niche, and networking. Survey-based analysis at the time of the course was used to capture the participants’ assessment of the course content, organization, and delivery, with a follow-up survey conducted approximately 2 years post-course (2024) to evaluate longer-term impacts of the training. Initial in-course assessment revealed that 89.9% of respondents found the scope and instructional content appropriate, and 91.1% found the course relevant and applicable to their career needs. Longer-term post-course evaluation indicated that 80% of respondents applied the learnings of the course, that 80% reported feeling more confident in navigating an academic job search, and that 66.6% continued to report agreement with the course preparing them for their current role/ongoing job search, with 46.7% already securing jobs in academic research, including as independent faculty. The outcomes of this pilot course suggest that integrating this into the broader postdoctoral training curriculum can enhance both the transition and early-career success of talented scientists-in-training into working professionals in biomedical careers, as faculty and science-trained staff.

대학생 대상 강의와 진로구성주의 기반 성찰중심 활동을 절충한 진로교과목 운영 및 효과 분석

Objectives The purposes of this study were to to operate and verify its effectiveness career courses that compromise lectures and reflection-focused activities based on career constructivism for college students. Methods To this end, two career courses consisting of six weeks of lecture-style classes and six weeks of various reflection-focused activities based on career constructivism were devised and operated. 78 students responded to both pre- and post-test, and agreed to provide research data. A paired t-test was conducted on the data of 78 students. Results As a result, two career courses was found to promote significantly the level of career decision-making, the overall human agency and sub-factors of human agency-intentionality, forethought, self-response, and self-reflection. According to the change in the level of career decision-making, it was divided into ‘regressive group’, ‘maintained group’, and ‘improved group’. In the three groups, the difference between gender and grade was not significant, and the difference between human agencies was significant. Conclusions Career courses that compromise lectures and reflection-focused activities based on career constructivism for college students were found to be effective in improving their career decision-making level and human agency.

Preserving a Legacy: Ensuring the Access and Conservation of the Harold (Harry) G. Fowler (19502018) Ant Collection and Data.

Biological collections are important repositories of biodiversity, as they include various types of data potentially useful to different areas of science and can contribute to the establishment of biodiversity conservation policies. For a long time, scientific collections were considered only as physical databases; in this context Harold G. Fowler (19502018) built an ant collection at the Universidade Estadual Paulista, campus Rio Claro (So Paulo state, Brazil), over the course of a 34-year career, comprising around 20,000 ant specimens. Most specimens came from the Brazilian Atlantic Forest, but many others came from distinct locations in Brazil and abroad. After his death, the collection was left without the necessary curatorial care for a period of time, which required a project to be conceived for its recovery and conservation, with the goal of incorporating it to the Zoology Museum of the University of So Paulo (MZSP). In addition to applying modern technical curation protocols, other activities such as checking, material identification and digitization of the information contained on the sample labels were carried out, forming an accurate database. This process enabled the identification of new distribution records and the discovery of possible undescribed species and unpublished natural history data. After validating this information, we counted 524 valid species and 201 morphospecies belonging to 105 genera and 10 subfamilies. In addition, we integrated technical curation activities with scientific outreach to draw the general publics attention to the importance of biological collections, thus fostering interest in science, biodiversity and nature conservation. Our work highlights the importance of preserving the areas sampled by Fowlers research group. The preservation of vouchers using curatorial practices reinforces the role of scientific collections as important tools for the study, understanding and preservation of biodiversity.

메타버스 연계 진로교과목 운영에 관한 대학생의 인식 분석

The purpose of this study is to identify university students' perceptions and needs regarding the operation of metaverse-linked career courses and generate basic data for improving and upgrading the operation of university career courses. For this purpose, this study conducted a survey targeting 176 university students. The research results are as follows. First, university students expressed a relatively positive perception of metaverse-linked career courses, and their experience in taking related courses had a positive effect on their preference for the course and their intention to take it. Second, university students preferred small group classes for class support for operating metaverse-linked career courses and highly recognized the need for the basic functions and information functions of cyber lectures. Third, as a result of comparing the importance recognition of learner usage ability and instructor usage ability for operating metaverse-linked career courses, university students perceived the importance of instructor usage ability to be higher than learner usage ability.