□ 특성화 사업단의 교육비전과 목표 ○ 사업단 교육비전은 “국가 지역사회의 안전 녹색경제 발전에 기여“에 있음 ○ 교육목표는 “기후변화관련 기본 응용 교육과 현장훈 련을 통한 관련분야 융합 지식을 갖춘 전문 인재 양성“임 ○ 주요 추진전략은 “교육시스템의 혁신”에 있음 □ 특성화 사업단 지원 및 육성 전략 ○ 3개의 사업부(기획부/행정부, 사업부, 국제/산학협력 부)와 사업단 운영·자문을 지원하는 2개의 위원회(운영위원 회, 외부 자문ㆍ평가 위원회)로 구성

Purpose: Most of all studies regarding corporate social responsibility have been dealing with its direct performance. Many previous studies provided the evidence that corporate social responsibility activities directly affect firms‘ competitiveness or corporate reputation. However, there are no studies regarding the role of social capital between corporate social responsibility and firms‘ competitiveness. The present study aims to examine a mediating role of social capital between corporate social responsibility and corporate reputation. Research design, data and methodology: The structural equation model integrating corporate social responsibility, social capital, and corporate reputation was proposed with three hypotheses. Questionnaire including 15 question items for three concepts was designed. Data for testing hypotheses were collected from students and staff who had experienced the social responsibility activities of Korea Hydro & Nuclear Co. Ltd. SPSS and SmartPLS were used to analyze data. Results: All three hypotheses were supported at the significance level of 0.01. Corporate social responsibility have a significant influence on social capital as well as corporate reputation. Social capital plays a mediating role in the relationship between corporate social responsibility and corporate reputation. Conclusions: The present paper identified a missing link between corporate social responsibility and corporate reputation by validating an indirect effect of corporate social responsibility on corporate reputation through social capital. The present study contributes to finding the indirect link between corporate social responsibility and corporate reputation. Implications for academics and practitioners. The research model can be extended to analyze the relationship between corporate social responsibility and its performance. The present study sheds light on identification of a new role of social capital. Managers of firms have the opportunity to recognize the fact that investment recovery of corporate social responsibility results from social capital and corporate reputation in long-term rather than short-term. The results of this study offers an insight that managers can enhance customer loyalty. The process linking corporate social responsibility to corporate reputation through social capital implies that firms can realize spiritual marketing delivering authentic storytelling through corporate social responsibility. The present study has a limitation for generalizing of research results because the sampling came from a case of firm.

This study aims to identify more reasonable and efficient development plans to engage local university students in landscape improvement projects in rural areas. To survey university students, residents, administrators and experts involved in such projects on important considerations in this regard, SWOT analysis was employed to identify important factors, followed by analytic hierarchy process (AHP) to evaluate their relative importance, identify problems and suggest implications for improvement. The results are summarized as follows: the relative importance of the SWOT group was in the order of opportunity, strength, threat, and weakness. For each SWOT factor, the relative importance of strengths was in the order of students’ aspiration and passion, availability of creative ideas and designs, and improved attachment to their community. The relative importance of weaknesses was in the order of the lack of spontaneous participation of residents, short preparation periods and insufficient budgets, and the lack of experience in similar projects. The relative importance of opportunities was in the order of young students’ activity itself being a boost factor to the community, students’ endeavors arising a consensus among residents, and students feeling a sense of duty as representatives of their school. The relative importance of threats was in the order of projects being one-shot, temporary events, immaturity, and differences in preferences between older and younger generations. To draw an overall ranking of the sub-factors evaluated, the overall relative importance of the decision-making factors was evaluated. Among the sub-factors for each SWOT group, young students’ activity itself being a boost factor to the community as an opportunity factor was shown to be the most important, while the lack of experience in similar projects was shown to be the least important as administrators and experts made appropriate interventions in each stage.

The purpose of this paper is to investigate the demotivating factors of students attending a university located in a local area in Korea. The interviews with 17 students who are in three different proficiency groups reveal 8 demotivating factors: 'learning difficulty', 'exam-oriented class', 'low test scores', 'low confidence', 'memorization', 'learning material', 'teacher', and 'grammar translation method'. The main demotivating factor is 'learning difficulty'. Half of the students who mentioned this state that they experienced the learning difficulty when they advanced to middle school from elementary school. The majority of other demotivating factors are closely related to the Korean education system under which both teachers and students do not have much autonomy. The 'teacher' factor which was identified as the main demotivating factor in other studies conducted in western countries is not the main demotivator in this paper. In the distribution of demotivating factors, there do not exist any big differences among the different proficiency groups but it is shown that the low proficiency students experienced demotivation earlier than the higher proficiency students.