• Journal of Digital Convergence
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• v.17 no.12
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• pp.545-554
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• 2019

The purpose of this study is to analyze students' needs for improving the liberal arts curriculum at J University. In order to achieve such as this, 422 students from 11 departments of J University's two campuses looked at the core goals of 1 liberal arts education, 2 core competences that they think should be achieved in the liberal arts curriculum, 3 subject areas of the liberal arts curriculum they wish to open, 4 hopeful subjects, and 5 urgent tasks in reforming liberal arts education. The results are as follows. First, male students were most likely to point out the achievement of core competency as a key goal of liberal arts education. Second, the core competences to be achieved in the liberal arts curriculum were found to place importance on communication and interpersonal relations, character, self-care development and job creation skills. Third, there was a high percentage of people who wanted to open a curriculum in the field of arts and sports. Fourth, liberal arts courses that wish to be opened appeared in the order of women's studies or feminism, sports related subjects, philosophy, and psychology. The results of this study could be used as basic data for the revision of the J University liberal arts curriculum.

• Journal of dental hygiene science
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• v.16 no.6
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• pp.449-457
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• 2016

This study was aimed at exploring the meaning and essence of the conflict experiences of clinical dental hygienists. In-depth interviews with 13 dental hygienists working in a dental clinic were conducted. Giorgi's method was used for qualitative analysis of the data. Conflict experiences of clinical dental hygienists were categorized into four central meaning as task conflicts, interpersonal conflicts, organizational environment conflicts, and conflict management style. Participants felt more sensitive towards the attitudes of people than treatment itself. Further studies on the multifaceted approach to conflict experiences of dental hygienists should be made. Additional research is necessary to develop effective measures and program to prevent and reduce conflict and stress in the work environment of dental hygienists.

• Journal of Korean Academy of Nursing
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• v.45 no.6
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• pp.834-845
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• 2015

Purpose: This study was done to develop an empowerment program for people with chronic mental illness and to analyze effects of the program on level of empowerment. Methods: The research was conducted using a nonequivalent control group pretest-posttest design. Participants were 37 people with chronic mental illness (experimental group: 18, control group: 19). The empowerment program was provided for 8 weeks (15 sessions). Data were collected between July 21 and October 17, 2014. Data were analyzed using Chi-square, Fisher's exact test, Sapiro-wilk test, and Repeated measure ANOVA with SPSS/WIN 18.0. Results: Quantitative results show that self-efficacy, interpersonal relationships, attitudes in the workplace, occupational performance capacity, and levels of empowered execute were significantly better in the experimental group compared to the control group. Conclusion: Study findings indicate that this empowerment program for persons with chronic mental illness is effective for improving self efficacy, interpersonal skills, attitudes in the workplace, occupational performance capacity, levels of empowered execute.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.369-376
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• 2021

The purpose of this study is to develop a coaching model which can enhance teaching ability of lifelong educator. To achieve this purpose, this study verifies and analyzes several documentary records related with diverse teaching capabilities, operation reality and coaching method run by lifelong educator. Furthermore, an in-depth interview about teaching capability was undertaken for field experts who have worked at the institutions of lifelong education for more than 10 years. As a result, the study could develop a coaching model to identify teaching capability of lifelong educator by conducting matrix analysis. First, according to the documentary studies, the paradigm for lifelong education has been shifted to centralize learner's demand with the advent of 4th industrial revolution and it suggests coaching capability which could enhance educator's capability should come first. A lifelong educator should have capabilities including identification of vision and goal, creation of mission declaration, development of coaching skill and procedure, management of crisis and coaching capability as an expert in the lifelong education field. Second, a model which can centralize learners could be developed for lifelong teaching capability by adopting a teaching capability suggested by field experts, According to the experts, it is essential to develop a program model to acquire professional knowledge, communication capability, understanding of adult learner, personal relations capability. If there is a model which can develop such capabilities, it is able to strengthen lifelong teaching capability to focus on learner's demand, mainly adult learners, a major consumer of the field. Third, a coaching model to enhance teaching capability for an educator is to acquire and implement sufficient step-by-step teaching capability which has been suggested from a procedure comprised of entrance, progress, critique and return. This, present study suggests, after the critique, a lifelong educator oneself can newly develop and extend a teaching capability basis on pursuing teaching capability as a lifelong educator through the return process.

• Journal of Korea Port Economic Association
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• v.30 no.1
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• pp.159-173
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• 2014

This study is key competence port logistics companies analyze the priorities of evaluation factors. key competence index of NCS(National competency standard) was designed on the basis of the research model. The priorities of evaluation factors were analyzed using AHP method. The results of the analysis of 1 layer's key competence priorities are as follows: Interpersonal skills(0.217), communication skills(0.153), ability to develop problem(0.148), ability to understand the organization(0.103), and resource management skills(0.090), self-development ability and professional ethics(0.070), information skills(0.065), technical skills(0.049), numeracy skills(0.035).

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.1
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• pp.705-716
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• 2020

This triangulation study was performed in order to analyze the team competency effect of a capstone design nursing research course, and to appraise the content of team activity experiences. Subjects were 99 nursing students who were educated in the capstone design nursing research at D university. The teamwork competency of nursing students was compared before and after class, and the team activity experiences in the capstone design nursing research class was analyzed through narrative data. Our results show significant increases after class in task performance competency (t=-2.166, p=0.033), which includes goal execution competency (t=-2,224, p=0.028). In the interpersonal competency category, leadership was significantly increased after class (t=-2.085, p=0.040). The 5 categories evaluated were 'difficulties in managing resources', 'aware of the importance of personal effort and competency', 'efforts to effectively distribute roles', 'to realize the importance of communication', and 'strengthen the competency needed for clinical practice'. Through this research, we confirm that the capstone design nursing research course is effective for improving teamwork competency, and it provides a positive team activity experience to nursing students. Taken together, our findings indicate that the capstone design nursing research course can be applied to improve the nursing research competency by strengthening teamwork competency.

• The Journal of the Korea Contents Association
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• v.17 no.5
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• pp.80-89
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• 2017

This study aims to get necessary information for designing the systematic and practical career preparation education program by checking the differences among core competency of collegiate and career variables. In order to do that, the core competence of collegiate was identified through Korea collegiate essential skills assessment(K-CESA), and the survey results about career preparation behavior, career decision-making self efficacy and career barriers were collected. And then the data were compared and analyzed to differentiate relationships among core competency of collegiate and career variables, based on the university types and the locations. The data were analyzed by ANOVAs and t-tests using the SPSS 21.0 program. According to the analysis, firstly, there is a difference in the level of collegiate essential skills depending on the characteristics of schools. Secondly, the students at metropolitan four-year universities feel more difficulties primarily in the variable of career barriers than the students at local universities and students at colleges. Thirdly, the students of high rank at core competence showed higher career decision-making self-efficacy and career preparation behavior than the students of low rank, and they feel less difficulties in the matter of career barrier. This study shows that in order to support students' career efficiently, it is necessary for each college and university to design career program by considering the core competency and the level of career development of students, instead of providing them with a unified and fractional program.

• Journal of Korean Home Economics Education Association
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• v.28 no.1
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• pp.41-57
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• 2016

This study aimed at developing a family life education program to assist North Korean defector adolescents in their acculturation and adjustment process into South Korea. The program focused on building positive social relationships and managing healthy living, to allow them to develop appropriate skills needed to achieve social self-sufficiency. Researchers conducted interviews with defector adolescents as well as teachers of charter schools for defector students in order to identify the adolescents' needs. The contents of the program were carefully chosen to reflect the needs identified through the interviews. The program provides hands-on projects that are relevant to students' lives and consists of 10 study units that deal with different aspects of family life: food and dietary life, appearance and clothing, housing and community life, family and personal relationships, consumption, etc. The program was implemented in September through December, 2015, at Yeomyung School, which is an alternative highschool for North Korean defector adolescents. The program is expected to help North Korean defector students adopt the skills by experience and apply them in their daily life situations.

• Korean Journal of General Education
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• v.4 no.1
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• pp.237-254
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• 2010

For years, poor research and working conditions in the field of science and engineering in Korea led to the migration of gifted students to seek a better academic environment. The primary reason for such a phenomenon is the lack of a coherent education system for gifted students. With the support from the Ministry of Education, Science and Technology and the Korea Foundation for the Advancement of Science & Creativity, Hanyang University launched an exploring project to introduce an Honors Program, aiming to provide specialized and systematic learning opportunities as well as supporting greater academic achievements for gifted students at university-level. Students admitted to this program were selected not by conventional standards but by competency-based selection process, assessed through an in-depth interview. The specific goal of this program is to prepare gifted and talented students not only for an academic pioneer with the highest caliber in the field of science, but also for a global leader equipped with a creative view as well as integrity and a convergent mind. Distinctive features of this program include emphasis on fundamental science and consilience, problem solving skills, first-hand education, interpersonal skills, and global communication skills as well as individualization of the learning experience, among many others. This paper provides a short glimpse of the focus and methodology Honors Program in Hanyang University offers.

• Journal of The Korean Association For Science Education
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• v.34 no.2
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• pp.93-105
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• 2014

Group creativity has recently been heightened as a core competence in the 21st century. Therefore, there is a need for introduction of concepts on design thinking emphasizing the collaboration and empathy to science education as an effective method for fostering group creativity. Understanding design thinking for effective introduction should be preceded, so we explore the characterizations of design thinking through the generic model overlay method, focus group interview, and critical incident technique analysis. The results reveal 4 cluster units of competency and 15 core competencies. The collaboration cluster consists of 5 competencies and they are as follows: organization of the team, communication, self-control, persuasiveness, and initiative competency. The integrative thinking cluster consists of 3 competencies and they are as follows: analytical, strategic, and intuitive thinking competency. The human-centeredness cluster consists of 3 competencies and they are as follows: user-orientation, relationship building, and interpersonal understanding competency. The multidisciplinary cluster consists of 4 competencies and they are as follows: achievement orientation, information seeking, curiosity, and flexibility competency. Findings are expected to provide the basic data for developing programs and establishing strategies in order to foster group creativity as well as introducing design thinking to science education effectively.