This study was conducted with two-year plan. In the first year, the industry-teaching-learning was included while career was included as research contents in the second year. In total, five sub-projects were carried out (i.e., 3 sub-projects in the fi ...
This study was conducted with two-year plan. In the first year, the industry-teaching-learning was included while career was included as research contents in the second year. In total, five sub-projects were carried out (i.e., 3 sub-projects in the first year; two sub-projects in the second year). In the first year, the goal of the study was to explore the factors relating to job competency in the industry (the 1stsubproject),to examine the teaching style (the 2nd subproject), and to develop a learning prediction model(the3rd subproject). Inparticular, to ensure the significanceof the study on the linkage among industry-teaching-learning, the current study attempted to systematically clarify relationships of constructs (e.g., Job competency, teaching style, etc.) which were critical in learning prediction model. Therefore, the objective and scientific evidence which supported the meaningful combination of industry-teaching-learning factors was found. In addition, based on the study results in the first year, a converged model that includes the relationships among industry-teaching-learning and career was developed, which were the research contents and goals in the second year. Thus, the development of model of career decision model (The 1stproject) and the model of career preparation behavior (The 2ndproject)was established as sub research projects. First of all, career decision model argues the relationship between negative factors hindering career path decision and the level of indecision-making. In order to lower the level of indecision-making, the positive factors, such as career decision self-efficacy from social cognition theory, were also included into the proposed model. Consequently, the current study developed an integrative model involving both diagnosis and treatment functions. In the second year of the second project, our study inserted academic self-efficacy into the model of goal-directed behavior (MGB), and examined the possibility of combining industry-teaching-learning concepts. If the above study results were examined to be significant, the academic self-efficacy should be treated as the important concept which connected industry-teaching-learning and career. Therefore, through the studies of first and second year, the current study aims to link the concepts relating to the context of industry-teaching-learning-career by developing a converged model of career preparation behavior. The survey was carried out by using convenient sampling method. The university students who majored in tourism related department from Seoul, Gangwon, Chungcheong, Daegu, Jeonla, Jeju and Busan were chosen as respondents. In the first year, the survey time was from October, 10th, 2016 to November, 9th, 2016(800 questionnaires were distributed, 698 were used in the final analysis); In the second year, the survey time lasted from October, 27th, 2017 to 24th, November, 2017(800 questionnaires were distributed, 684 were used in the final analysis). Self-administrated questionnaires were used during the investigation. The data was collected by acoding process and processed with statistics program of SPSS21. The study results and implications of the current study were summarized as follows: First, in the first year of first subproject, our study examines the validity of job competency by extracting five factors, namely communication, customer care, emotion moderator, critical thinking, and leadership. In the first year of second subproject, both Exploratory Factor Analysis(EFA) and Confirmatory Factor Analysis(CFA) were carried out to examine the validity and reliability of teaching style. The study results indicated that four factors were identified:
motivation-stimulated, arbitrary-typed, student-centered, and intervention-typed. In the first year of third sub project, job capacity, categories of tourism professor, achievement goal-directed theory, were employed to develop predictive model. The influential relationships were identified to be evident which implies the importance of job capacity and the categories of tourism professor as critical constructs in the predictive model. In the second year of first sub project, negative factors were extracted in the model of career decision. The study results indicated that negative factors such as career barrier, career stress, and career anxiety could be significantly reduced by self-efficacy in career decision-making process. Therefore, the construct of self-efficacy was demonstrated as a useful variable in our study. At last, the second sub project was to develop the converged model of career behavior by introducing academic self-efficacy into the extended model of goal-directed behavior. The explanatory ability of the model was proved to be excellent which implies the validity of the model of career preparation behavior by linking the industry-teaching-career relationships.