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As a new department that started in 2013, we had the following motivations/reasons/methodologies in mind.
As a new major that started being offered in 2013, the course started from the following reflections on existing problems of management education.
The age and environment of business is changing rapidly on a daily basis. However, the reality of business education system in universities is still stuck in the past paradigm and cannot effectively cultivate the talent that are in demand by companies.
In particular, as the globalization of the international economic environment is constantly accelerating through consolidation of financial markets and expansion of free trade agreements, the management of both large and small businesses must have a global mindset and scope, paying attention to the expansion of overseas markets, localization of production, and global sourcing of labor markets. Despite these fast changing economic circumstances, our country’s management education system has lacked in the training of global minds and capabilities.
Due to the problems mentioned above, it became essential for business management graduates to go back to take classes in foreign MBA programs. As they go through the process, business management has been newly taught to them, again, from the very beginning; consequently, the meaning and the value of the past four-year undergraduate education has faded.
At the time of the management education program’s founding, the level of people specializing in the field was low, and it was common for newly graduated employees to rotate between various tasks in the organization they were hired by. The management education track was focused on cultivation of “general office workers” who could give out average work performance without being significantly unfamiliar to any given job. However, today’s companies prefer people who have developed capabilities based on clear and concrete career goals rather than possessing generalized talent. Nevertheless, the department of business management adheres to a regular education system of department store-style.
Business departments usually have the largest number of students and professors in a college, so students are taught anonymously for four years and graduate without knowing each other. Under such environment, it would be hard to expect a relationship-formation between students and professors, nor a systematic course outline and guide for each student.
이와 같은 기존 경영학에 대한 반성에서 출발한, 본 글로벌경영학트랙은 다음과 같은 교육의 비전 하에서 학부 경영학 교육의 혁신적인 모델을 제시하고 이를 국내외로 확산시키는 ‘경영학 교육 한류’의 선도적 역할을 담당하고자 합니다.
As the social demands and the international status of Korea rise, an internationally competitive education system of business management is needed more than ever. In this reality, our global management track aims to present a new differentiated paradigm of management education.
We will provide a high level of education for four years so that students do not need to pay for studying business management again in a foreign MBA program.
In the basic field of majors, we will tear down the walls between existing management fields, and comprehensive and general subjects will be placed based on convergence and creativity. At higher year levels, students will take specialized subjects at the level of master's degree graduates to be trained as experts with a sense of balance.
Recognizing students as consumer and customer of our education service, we will strengthen communication and relationship-building between students and professors to fulfill the potential of personalized education.
We will provide a flexible education system, oriented toward the global community. While training students to be confident in working any international environment through English language courses, we will actively attract inbound foreign students to not only globalize the classroom environment, but also to actively participate and respond to new trends in education, such as SNS and MOOC.