소비자의 감성과 다양한 섬유·패션 기술이 융합되는 하이테크 감성 섬유패션은 중요한 산업군이다. 섬유·패션 산 업의 환경 변화로 인해 감성과학 분야에서 학제간 협업을 통해 타 분야를 이해하고 아이디어를 교류함으로써 창의적 으로 실무에 적용할 수 있는 능력을 키우는 것이 중요하다. 학제간 연구와 협업을 통해 급변하는 미래사회에 필요한 창의적 융합형 지적 능력은 물론 타인과 공감하는 능력을 갖추어 4차 산업혁명 시대를 선도하는 인재를 양성하는 것이 필요하다. 이에 관련의 전문가 양성 방향을 수립하기 위하여 이를 모색하고자 기초 연구를 실시하였다. 국내외 감성섬유패션 산업의 현황과 교육 과정을 조사하였고 이를 바탕으로 융복합적으로 교육이 가능할 것으로 보이는 학 습내용을 구상해보았다. 섬유패션 감성과학 전문가를 양성하기 위한 방법으로 기초과정은 섬유·패션산업 분야의 감 성과학과 ICT 관련 내용 학습을 통해 기초지식을 습득하고, 심화로서는 감성을 바탕으로 한 PB방식의 아이디어 디자인의 도출부터 소비자 감성 분석 및 제품 개발까지의 과정을 스마트 키트 실습을 통해 체험할 수 있도록 하며, ICT 융합 제품 개발 과정에서 발생하는 지식재산권을 스타트업 및 신지식권으로 설정하는 다양한 방법들을 다루어 감성 섬유패션 기술에 대한 지식재산권을 확보하는 방안 내용을 제안하였다.

To analyze the status and needs of the small- and medium-sized garment manufacturing industry in Busan, this study comprised an online survey of companies and interviews with 14 representatives of the 98 companies. The results are as follows: Approximately 34.7% of the garment manufacturers were located in Geumjeong-gu, Busan. The most common type of work was the contracting factory type. Daily production output was between 100pcs and 300pcs. Production materials comprised 42.9% woven and 24.8% knitted fabrics. Main products were menswear, uniforms, womenswear, casual wear, sports and leisure wear, protective clothes, and children’s clothing. The main clients were uniform companies, main factories, wholesale markets, online shopping malls and promotion companies, exporters, and department stores. As a result of a survey on industrial needs with company representatives, their satisfaction with company employees was 57.2%, and the most important factor when hiring employees was job-related competencies, among which the ability to understand the sewing process was the most necessary. In terms of computer software literacy, illustrations and pattern CAD/CAM are required. They thought industry-university cooperation is crucial for advantage for advantage research and product development, as it allows for the sharing knowledge, resources, and especially human resources. The greatest administrative issue were human resources and funding.

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.

The aim of this study is develop a state-funded education and training curriculum to contribute to the development of the fashion industry infrastructure. This will be achieved based on the service sector by the competitive clothing sales personnel and fashion startups. The study was conducted using a qualitative research method. The participants were 20 representatives of fashion-related companies and employees from one traditional market and two fashion outlets in Seogu, Gwangju. Data was collected from September 2015 to January 2017 by demand surveys and in-depth interviews. These were conducted on the same day at each clothing store office. In addition, existing literature was also reviewed. The collected data were first summarized into 64 meaning units from which three themes were derived by arranging, classifying, and analyzing the data. The findings of the study are as follows. First, the education and training curriculum for fashion job creation is aimed at job-oriented field-types with the objective of cultivating professional skills for online to offline fashion professionals. Second, the curriculum for fashion advisors was developed to consisted of 8 courses of 150 hours, including job knowledge, a foreign language, fashionspecific knowledge, fashion marketing & VMD, store management know-how, clothing repair, field trip, and internship. Third, the curriculum for fashion entrepreneurs consisted of 8 courses of 106 hours, including entrepreneurship, fashion practice, startup, field trip, finance & taxation accounting, marketing, social enterprise course, and internship.

The purpose of this study was to investigate the changes in perception and attitude of fashion major college students before and after receiving their design copyright education. A questionnaire survey was distributed to 200 fashion major college students in Seoul. The results of this study were as follows: First, 46.0% of fashion major students had an experience of purchasing counterfeit fashion goods. Out of those, 81.5% students acknowledged that the product was counterfeit and still purchased it. Categories of counterfeit goods purchased were bags, clothes, and accessories, in order of popularity. The students reported purchasing counterfeit goods twice and three times, in order of popularity. The prices of the counterfeit products were 100,000 to under 200,000 won, and under 100,000 won, in order of popularity. Second, the cognitive domain, the practical domain, and the value domain all showed significant differences between before and after the copyright education. Among these, the differences in the practical domain were the most distinctive. Third, prior to receiving their copyright education, most of the students had no perception about the design copyright system and so most of the students gained helpful information from the education. For future design copyright education, the students want to learn about how to protect their own designs, how to apply copyright in a fashion company, how to avoid invading other people’s designs, and categories of design copyright.

The purpose of this study is to identify the key decision-making variables that lead fashion company employees to participate in the fashion education programs offered by university lifelong education centers. This study also examined the education satisfaction level and preferred education method and evaluated a university lifelong education program by surveying a fashion company employees who completed a fashion education program. As decision making variables, this study included participation purposes, obstacles, and evaluation criteria. While questionnaires were used to identify the decision making variables, education satisfaction level, and preferred education method, focus group interviews were used to evaluate the university lifelong education program. The findings showed that the respondents enrolled in the program mostly because of personal motivations and considered the workload and time limitation as participating obstacles. They considered educational content as the most important evaluation criteria for participating in the program and were highly satisfied with the program they completed. This study suggests how university lifelong education centers may structure their fashion education programs to better appeal to the employees of fashion companies.

The study focuses on verifying the effects of service education and empowerment on job satisfaction, job performance, and customer orientation. 290 salespeople working for fashion companies participated by completing a survey. The collected data was then analyzed with SPSS 16.0 and AMOS 7.0. Structural equation modeling was used to examine the goodness of fit. Looking at the results of this study, the service education of salespersons in fashion companies was shown to affect their level of satisfaction with their compensation, whereas empowerment affected their psychological satisfaction. These findings indicate that the service training and empowerment as experienced by salespersons working for fashion companies affect their customer orientation and job performance. Specifically, psychological satisfaction as part of the overall level of job satisfaction was found directly to affect their customer orientation, whereas their satisfaction with their compensation did not affect their customer orientation. Customer-orientation as influenced by service education and empowerment was revealed to have direct effect on job performance. The results of this study indicate that the service education of salesperson working for fashion companies and their level of empowerment create job satisfaction and customer orientation in these individuals. This study will be a valuable source of information for those who create salesperson empowerment programs and salesperson management strategies for fashion companies. Such programs and management strategies can facilitate efficient job performance by salespersons working for fashion companies and increase their level of job satisfaction.