패션 전공 대학생들의 비즈니스 윤리 요소별 교육요구도
Education needs for business ethics components among college students majoring in fashion
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The purpose of this study was to explore the importance level, the present level, and the educational need for 21 business ethics components among 2-year and 4-year college students majoring in fashion. Survey data of 364 students (128 students of 2-year colleges and 238 students of 4-year colleges) were analyzed through descriptive statistics, Borich’s needs assessment for education, The Locus for Focus model, exploratory factor analysis, and t-test. The results showed five business ethics components ranked highly as educational needs among college students: ‘reducing waste’, ‘using vegan materials’, ‘using human-friendly materials’, ‘strengthening sustainable technologies’, and ‘promoting workers’ rights’. Those components should be integrated into curricula of fashion majors in colleges. Students in 4-year colleges considered most of 21 business ethics components as more important than did students at 2-year colleges. More needs for education were observed by 4-year college students in eight business ethics components than by 2-year college students. In addition, a positive attitude toward business ethics education and the suitability of business ethics education were higher among 4-year college students than 2-year college students. Results provide a guideline for business ethics education by indicating a list of business ethics components that urgently needed to be adapted to fashion curricula according to each college type.
Abstract
The purpose of this study was to explore the importance level, the present level, and the educational need for 21 business ethics components among 2-year and 4-year college students majoring in fashion. Survey data of 364 students (128 students of 2-year colleges and 238 students of 4-year colleges) were analyzed through descriptive statistics, Borich’s needs assessment for education, The Locus for Focus model, exploratory factor analysis, and t-test. The results showed five business ethics components ranked highly as educational needs among college students: ‘reducing waste’, ‘using vegan materials’, ‘using human-friendly materials’, ‘strengthening sustainable technologies’, and ‘promoting workers’ rights’. Those components should be integrated into curricula of fashion majors in colleges. Students in 4-year colleges considered most of 21 business ethics components as more important than did students at 2-year colleges. More needs for education were observed by 4-year college students in eight business ethics components than by 2-year college students. In addition, a positive attitude toward business ethics education and the suitability of business ethics education were higher among 4-year college students than 2-year college students. Results provide a guideline for business ethics education by indicating a list of business ethics components that urgently needed to be adapted to fashion curricula according to each college type.
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