2021, Vol.5, No.2

The Journal of Education Consulting & Coaching 2023 KCI Impact Factor : 2.05

pISSN : 2586-3886
https://journal.kci.go.kr/kaecc

With the decrease in the school-age population, students have more freedom than ever before to move between universities. Today, universities are looking for ways to find and resolve dissatisfaction factors as a way to minimize student dropout. Therefore, this study aims to improve the quality of classes and improve satisfaction by analyzing negative feedback expressing the results of students' learning experience, finding the determinants of learning dissatisfaction through a text mining approach, and suggesting solutions. To this end, we analyzed 411 reviews of learning experience text feedback from 250 students participating in 9 classes in the second semester of 2019. The results of the analysis identified four major determinants: the teaching method of the professor, the poor environment in the computer lab, confusion of tasks for each team, and difficulty in hands-on lessons. The results of this analysis show that most of the dissatisfaction factors are related to the curriculum, teaching method, and classroom environment. Therefore, in order to prevent such dissatisfaction in advance, it is necessary to introduce a student-friendly teaching method as well as improving free interaction between students and professors. In other words, it is necessary to have an environment in which students can understand the curriculum and use library or technical resources satisfactorily.

The importance of startups is increasing as an alternative to youth unemployment, and the government is promoting various startup support policies by forming a startup network with related institutions such as the private sector and universities. However, as the number of startup attempts is increasing based on the startup support policy, there are also cases of failure. The survival rate of young startups, which is lower than that of general startups, is emerging as a major problem. This suggests that a support policy is needed to improve the survival of young entrepreneurs and to increase the sustainability of entrepreneurship. As a result of prior research analysis, I was able to derive self-leadership with individuals' ability to positively influence the startup sustainability rate. Self-leadership has a positive impact on the will to start business and secure social capital, which are important elements of sustainability, as the direction of influence to achieve the goal is limited to oneself from external targets. Self-leadership is an important factor in startup education, which requires the development of individual capabilities of founders, but research is lacking in comparison to its importance. Therefore, the purpose of this study is to analyze the self-leadership ability education requirements for female young founders and to derive self-leadership ability that should be developed first by startup support organizations. First, the self-leadership education requirements of young female founders, second, the self-leadership education requirements of young female founders, and third, the self-leadership education requirements of young female founders and reserve youth founders.

The purpose of this study was to develop and apply collaborative coaching programs in universities to identify the motivation, participation process, participation results, and effectiveness of professors' participation in collaborative coaching. To achieve the purpose of this study, applications, plans, questionnaires, interview results, results reports, and reflections of professors who participated in the operation of the collaborative coaching program were collected and analyzed. First, the motivation for participating in collaborative coaching was to adapt to the new teaching environment due to Corona 19, acquire learner-centered teaching methods and edu-tech skills to support remote and home learning, and apply innovative teaching methods in universities. Second, collaborative coaching has shown its effectiveness in terms of passion and energy for classes, educational philosophy and strengthening identity as educators, teaching methods, teaching design methods, learner engagement, learner understanding, teaching purposes, teaching courses and outcomes. Third, the operation of collaborative coaching was shared with the purpose and purpose of collaborative coaching, ground rules shared by collaborative coaching participants, program maintenance, follow-up program operations with feedback, suggestions and insights. This study is expected to be a basic data for improving the quality of teaching and learning by strengthening the teaching capacity of professors.