CAU Scholar's Space: Lee, Hee Su

Detailed Information

Lee, Hee Su (이희수)

사범대학 (교육학과)

Research Area: 평생교육, 평생교육

Tel 02-820-5367
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Keyword

인적자원개발:13||평생교육:11||lifelong education:8||평생학습:7||조직몰입:7||lifelong learning:7||전환학습:6||facilitator:6||퍼실리테이터:5||평생학습도시:5||social support:4||transformative learning:4||상호작용:4||일터학습:4||human resource development:4||NHRD:4||성인교육:4||긍정심리자본:4||무형식 학습:4||사회적 지지:4||국가인적자원개발:4||혁신행동:4||informal learning:4||진로준비행동:4||Social network analysis:3||career preparation behavior:3||perceived organizational support:3||diversity:3||다양성:3||생애단계:3||고용가능성:3||직무열의:3||Leadership:3||직무만족:3||비판적 성찰:3||Human Resource Development:3||리더십:3||사례연구:3||변혁적 리더십:3||adult education:3||학습몰입:3||학습민첩성:3||학습사회:3||Organizational Commitment:3||learning flow:3||사회 연결망 분석:3||Q 방법론:3||HRD:3||lifelong learning city:3||positive psychological capital:3||경험학습:3||역량:3||조직시민행동:3||조직지원인식:3||척도개발:2||은유:2||Maeul educational community:2||Delphi technique:2||공유리더십:2||life cycle:2||green growth:2||부정적 리더십 행동:2||인적자원개발정책:2||e러닝:2||분산적 리더십:2||strategic human resource development:2||교육 양극화:2||퍼실리테이션:2||adult learner:2||subjective career success:2||임파워먼트:2||polarization:2||Informal Learning:2||policy analysis:2||educational polarization:2||평생교육사:2||평생교육정책:2||사회 네트워크 분석:2||사회 연결망:2||평생교육체제:2||자원연계활동:2||평생학습공간:2||Mediating Effect:2||OECD:2||educational satisfaction:2||Sense of community:2||전략적 인적자원개발:2||상징 네트워크 분석:2||프레임 분석:2||UNESCO:2||전문직:2||전문직 계속교육:2||lifelong learning policy:2||timeuse survey:2||Metaphor:2||학습:2||Adult learning:2||생활시간조사:2||emotional support:2||process marco:2||학습경험:2||성과:2||profession:2||학습권:2||글로벌화:2||interaction:2||Digital Literacy:2||성인학습:2||정책평가:2||성인학습자:2||학습조직:2||Practitioner:2||FGI:2||job satisfaction:2||학습지역:2||Rhizovocality:2||녹색성장:2||조직문화:2||Innovative Behavior:2||learning agility:2||Q methodology:2||소비자생활협동조합:2||work engagement:2||조직효과성:2||존재를 위한 학습:2||주관성:2||recurrent education:2||주관적 경력성공:2||workplace learning:2||주제어 연결망 분석:2||continuing professional education:2||순환교육:2||middleaged women:2||experiential learning:2||중소기업:2||대학생:2||감성리더십:2||중장년 학습자:2||regional innovation:2||지방자치단체:2||실무자:2||SOJT:2||지역공동체 의식:2||creativity:2||개념지도:2||심리적 임파워먼트:2||facilitation:2||양극화:2||언론 분석:2||research trends:2||델파이조사:2||resilience:2||경력개발:2||디지털 리터러시:2||지역혁신:2||경력단절여성:2||critical reflection:2||learning organization:2||직무스트레스:2||마을교육공동체:2||경력몰입:2||직무자율성:2||Subjectivity:2||매개효과:2||직무특성:2||직업교육:2||연구동향:2||경력역량:2||NHRD Policies:2||career commitment:2||Employability:2||진로장벽:2||무형식학습:2||career decisionmaking self efficacy:2||Distributed leadership:2||learning society:2||참여동기:2||요구분석:2||organizational commitment:2||창의성:2||Nature of experience:2||Nonmetropolitan university student:1||OECD's Recurrent Education:1||OECD의 순환교육:1||Opportunity inequality perception:1||Organizational Committment:1||Organizational Culture:1||Organizational Effectiveness:1||Organizational committment:1||Organizational performance:1||Outplacement Service:1||P. Jarvis:1||PIAAC:1||Parents:1||Participant Inhibiting Factors:1||Participant Motivation:1||Participatory motivation:1||Perceived Organizational Culture:1||Performance:1||Performance of education:1||Performance 번역:1||Policy evaluation:1||Positive Psychological Capital:1||Posner 교육과정 분석이론:1||Posner’s Curriculum Analysis Theory:1||Program Logic Model:1||Psychological Empowerment:1||Qmethodology:1||R&D Compensation:1||R&D personnel:1||R&D subsidy:1||R&D보상:1||R&D보조금:1||Rank Index:1||ReEmployment Program for Career Interrupted Women:1||Redesign of Path:1||Reflective learning:1||Regional Human Resource Development:1||Regional Human Resource Development policy:1||Regional Human Resources Development Council:1||Relation structure:1||Research Trends:1||Research methods:1||Resource‐linking activity:1||Resourcelinking activity:1||Retail Industry:1||Right for Learning:1||Role:1||SOJT Program Characteristics:1||SOJT 프로그램 특성:1||SCHOOL LIFELONG EDUCATION PROJECT:1||SHRD:1||SMEs:1||SME’s Employees:1||Sale Job Performance Improvement Educational Program:1||Scale development:1||School participation:1||Seail ReEmployment Service Center:1||Selfdirected learning:1||Selfdirected learning readiness scale:1||Semantic analysis:1||Seoul Lifelong Learning:1||Seoulbased INNOVATIVE EDUCATION DISTRIC PROJECT:1||Sequential Mediator:1||Shared Leadership:1||Smallscale elementary school teacher:1||Social Education Law:1||Social Network:1||Social Network Analysis:1||Social creativity:1||Social network:1||Stress from dailyhassles:1||StructuredOJT:1||Systematic evaluation:1||Teacher efficacy:1||Teaching Artists:1||Team learning  effectiveness:1||The Third paradigm:1||The validation of Scale:1||Theology Major University Student:1||Toxic Leadership:1||Transformational Leadership:1||Transformational leadership:1||Transformative Learning:1||Translation:1||Turnover Intention:1||UNESCO's Learning to be:1||Unemployed youths:1||University students:1||Village community:1||Village school:1||Vocational Education:1||Vocational competency development training:1||Voice:1||Watkins & Marsick's learning organization:1||Watkins와 Marsick의 학습조직:1||Weisbord’s 6Box:1||Women learners:1||Work Engagement:1||Work Environment:1||Workplace learning:1||Yangpyeonggun:1||a line of inquiry:1||abusive supervision:1||academic difficulties:1||academic engagement:1||academic persistence intention:1||adjustment to college life:1||adult learner characteristic:1||adult learning:1||adult learning theory:1||adult literacy:1||adult lteracy:1||analytic hierarchy process:1||art educators:1||autoethnography:1||balanced development:1||becoming:1||behavioral intention:1||biopower:1||biographical study:1||boundaryless career:1||calling:1||career:1||career adaptability:1||career anchor:1||career barriers:1||career break women:1||career capital:1||career change:1||career competencies:1||career development:1||career growth opportunity:1||career interrupted women:1||career satisfaction:1||career success:1||career transition:1||case study:1||centrality analysis:1||citizen facilitator:1||civil society:1||coauthorship network:1||collaboration:1||collective intelligence:1||commitment to organizational change:1||community activities:1||community business:1||community driven development:1||community of practice:1||competence development:1||competing values model:1||conceptual mapping:1||consumer cooperative:1||consumer cooperatives:1||content analysis:1||cooperative learning competency:1||critical human resource development:1||critical theory:1||critically reflection:1||critically reflective work behavior:1||crosscultural adaptation process:1||cultural arts education:1||cultural fit:1||customer orientation:1||development of universities:1||dialectical praxis:1||disciplinary power:1||diversity perception:1||eLearning:1||elearning:1||econovy of school education:1||educational leave:1||educational officer HRD:1||educational policy:1||educational reform:1||educational system:1||educationally underprivileged males:1||egoresiliency:1||election of superintendent of education:1||employees:1||employment statistics:1||employment structure:1||employment target institution:1||empowerment:1||equity of educational opportunity:1||evaluative support:1||evolution:1||expatriates:1||experience of lifelong learning participation:1||expertise development:1||facilitating:1||facilitation competence:1||facilitative learning model:1||facilitator growth:1||focus group interview:1||formal learning:1||foucault:1||frame analysis:1||full mediation effect:1||global HRD:1||global human resource development:1||globalization:1||globalization index:1||goal orientation:1||government agency merger:1||graduate school of education:1||graduates:1||grounded theory:1||highpotential:1||higher education for lifelong learning:1||holistic education:1||hotel employees:1||human resource development definition:1||human resources development policy:1||identity:1||incidental learning:1||indirect employment:1||informational support:1||innovative behavior:1||insurance training:1||international conferences on adult education:1||invisible power:1||job autonomy:1||job counseling:1||job resources:1||key words network analysis:1||learning:1||learning cities:1||learning community culture movement:1||learning culture:1||learning dynamics:1||learning economy:1||learning events:1||learning experience:1||learning experiences:1||learning nation:1||learning organization level:1||learning organization sphere:1||learning organization's people level:1||learning organization's structure level:1||learning persistence factors:1||learning presence:1||learning region:1||learning regions:1||learning satisfaction:1||learning space:1||learning time:1||learning to be:1||learning to practice:1||leisure:1||life event:1||life skill:1||life stages:1||lifelong education for people with disabilities:1||lifelong education in higher education:1||lifelong education model:1||lifelong education policy:1||lifelong educator:1||lifelong learning city policy project:1||lifelong learning competency:1||lifelong learning motivation:1||lifelong learning movement:1||lifelong learning platform:1||lifelong learning system:1||lifelong learning university:1||lifelong stage:1||lifelong vocational education and training:1||literacy campaign:1||literacy survey:1||local education in a community:1||local government:1||local information center for lifelong education:1||local talent recruitment policy:1||logic model:1||material support:1||metaphor:1||middeaged learner:1||middleaged adult learner:1||middleaged female learner:1||middleaged married women:1||midlife:1||multiculture acceptability:1||narrative exploration:1||narrative study:1||need analysis:1||need assessment:1||needs analysis:1||network analysis:1||new social movement:1||nonregular worker:1||nursing education:1||occupational Identity:1||openness to diversity:1||organization integration:1||organizational characteristics:1||organizational citizen behavior:1||organizational citizenship:1||organizational citizenship behavior:1||organizational culture type:1||organizational diagnosis:1||organizational effectiveness:1||organizational justice:1||organizational learning:1||outplacement:1||outplacement education:1||overcoming academic difficulties:1||participation continuation intention:1||participation motivation:1||personjob fit:1||personal characteristics:1||police officers:1||policy discourse:1||policy evaluation:1||policy implications:1||political socialization:1||power distance orientation:1||practical methods.:1||practitioner:1||press analysis:1||prformance indicator:1||primal leadership:1||prioritization method:1||private tutoring expenditure:1||proactive career behavior:1||problem solving capacity:1||professional project:1||professionalization:1||program effectiveness:1||protean career attitudes:1||psychological empowerment:1||public good‐privateschool governance:1||purpose of entrance:1||qualitative research:1||quasiexperimental design:1||reeducation of teachers:1||reasons for participation:1||recognition:1||reflection:1||reflective learning level:1||regional balanced human resources:1||regional lifelong learning:1||relation centered learning network:1||request:1||right to learn:1||sales competence:1||sales performance:1||satisfaction:1||school lifelong education:1||selfdetermination:1||selfdirected career management:1||selfdirected continuing learning:1||selfdirectedness:1||selfefficacy:1||selfesteem:1||selfleadership:1||selfrenewal:1||semantic network analysis:1||sense of humor:1||service delivery level:1||shared leadership:1||social action learning:1||social capital:1||social enterprise:1||social network analysis:1||social problem solving:1||specialized researcher program:1||spiritual leadership:1||strategic human resource management:1||strategic thinking:1||strategy:1||supporting system of life long learning:1||sustainable development:1||system performance:1||teaching 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