• Journal of Digital Convergence
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• v.13 no.10
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• pp.19-32
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• 2015

This research was performed to provide a basic data for reforming University and Hotel & Tourism Management Curriculum Framework based on competency-based education, especially through identifying university students' competency categories of that reflect on the specialization and major of university. For the purpose of this research first, based on the literature review and empirical study, this paper grouped competencies into four areas: Generic Competencies, Specific Competencies, Personality Competencies, and University Specialization Competencies. Second, this paper examined empirical test through a survey of university students by Importance-Performance Analysis on four main categories. As a result of empirical test, four main categories were statistically verified, and the differences among majors about importance, performance and educational needs of each four competencies were analyzed significantly. There were proved that hospitality major is higher than other majors in importance of Generic and Personality Competency and performance of Generic Competency as well.

• The Journal of Korean Institute for Practical Engineering Education
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• v.3 no.1
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• pp.119-126
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• 2011

This study analyzed the effect of the competency factors (resources and education competency)on the performance of university-industry cooperation by characteristic of universities through multiple regression model using 202 datasets empirically. The input factors variables used in a research model were characteristics of universities (research oriented/education-oriented universities and public/private universities) and competency factors (resource competency and education competency) of university-industry cooperation. The performance factors of university-industry cooperation were composed of the outcomes of intellectual knowledge asset, technology transfer, spin-off and financial profits. The empirical results show that research-oriented universities and public universities produce a uniter performance of university-industry cooperation than education-oriented universities and private universities, respectively and the competency factors of university-industry cooperation such as resource and education competency also have a positive effect on the performance of university-industry cooperation.

• 한국벤처창업학회:학술대회논문집
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• 2020.06a
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• pp.123-127
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• 2020

4차산업 이래 급변하는 산업환경과 경기악화로 인해 청년실업율이 지속적 사회문제로 부상하고 있으며, 산업구조 변화로 사회에서 요구하는 진로역량에 영향도 변화하고 있다. 이에 일자리창출의 새로운 동력원으로 창업에 대한 관심이 높아지고 있는데다 대학 창업교육은 양적 성장세를 이어 왔고, 더불어 주요 창업지원성과라 볼 수 있는 창업자수·고용인원수·매출액 성과도 상승세를 보이고 있다. 그러나 대학 창업교육이 어떠한 질적 성장을 이루고 있는지에 대해서는 의견이 분분할 것이다. 창업교육은 주로 국내 교육 및 해외교육 현황이나 일부 역량관점으로 대학 창업교육을 다루는 선행연구가 있으나 아직 역량관점에서의 창업교육에 대한 연구는 도입단계로 다양한 시도가 이루어 지고 있다. 대학에서는 실질적인 창업지원 성과가 증가하고 있음에도 창업교육과의 관계를 밝히는 연구 또한 충분치 않은 상황이다. 이러한 점들을 반영한다면 사회 변화와 요구에 따라 창업교육의 양적성장에 이은 질적 고도화를 위한 다각적 연구가 필요한 시점이라 할 수 있겠다. 창업교육의 질적 측면에서 살펴보자면 유럽에서는 수년간 광범위한 연구를 통해 기업가정신역량을 국민의 전생애역량으로 인식하고 평생교육에 적용해 오고 있는 반면, 국내에서는 대학 별로 3~5단계 내외의 교육체계를 세우고 창의성을 높이기 위한 디자인씽킹이나 캡스톤디자인식 등의 창업교과목과 같은 시도가 증가하고 있다. 기업가정신에 대한 교육도 다소 증가하고는 있으나 주로 창업스킬 중심의 교육으로 편중되는 현상을 보이고 있다. 대학은 창업교육을 통해 사업가도 중요하지만 무엇보다 기업가를 육성해야 하는 기관이다. 그러므로 대학별 특성에 따른 교육체계의 다양성에 더하여 이제는 국내 대학 창업교육의 체계성을 높이기 위한 통합적인 접근 또한 필요한 시점이라 본다. 이에 본 연구에서는 역량관점으로 창업교육 현황을 파악하고 실질적인 창업지원성과 간 관계를 밝혀 창업교육 고도화를 위한 방향성을 제시하고자 한다. 기업가정신역량(Entrepreneurship Competence) 개념을 기반으로 4년제 창업선도대학의 역량별 창업교육 현황을 파악하고, 대학정보공시자료를 활용하여 기업가정신역량기반 창업교육과 지원성과 간 연관성을 밝혀 지원체계 개선방안을 제안한다. 이러한 연구결과는 창업교육 지원체계를 고도화 함에 더하여 대학에서의 기업가정신역량기반 창업교육을 통하여 대학생의 기업가정신역량을 제고시킴으로써 실질적인 창업지원성과를 높이고, 사회의 한 구성원으로써 사명감을 가지는 바람직한 기업가를 발굴하고 육성함에 있어 좀 더 명확한 방향성을 제시할 수 있을 것으로 기대된다.

• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.285-290
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• 2022

The 21st century of the 4th industrial revolution demands 'competency' as a new educational concept that is different from that required in the industrialization era. In accordance with these changes and demands of society, universities are being called for key competency-based education and innovation in education through this by breaking away from the existing methods in liberal arts and major education. At this point, universities are presenting a comprehensive reform of liberal arts education for various financial support projects. This study presents the case of University C regarding the reform of the liberal arts curriculum for the innovation of liberal arts education in universities. According to the research results, each university is reorganizing the liberal arts curriculum in a way that can suggest various key competencies according to the university's founding philosophy and induce key competencies in the aspect of liberal arts education. For the key competency-based liberal arts curriculum of University C, we proposed various subjects for insufficient key competency subjects, various micro-degrees were proposed to specialize liberal arts education, and meta-learning-related liberal arts subjects were presented to improve basic learning ability of the students.

• Journal of Engineering Education Research
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• v.13 no.6
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• pp.57-71
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• 2010

This paper is a study on the perception of current competency and expected competency of engineering freshmen by extracting core competencies acquired from university education. It also aims to suggest proper way for engineering university education. This study extracts competencies in the following five areas as core competencies: 'knowledge on major area', 'cultural ability', 'foreign language ability', 'basic learning ability', 'intercommunication ability'. To achieve this purpose, this study surveyed 'C' university engineering department freshmen (584 students) with questionnaires about their perception of core competencies. The results are as follows. First, engineering freshmen perceived current competencies were weak in every area, especially their capacities in 'foreign language ability' area were perceived to be weakest. Their demand for education is the highest in 'foreign language ability' area, and the second higher in 'knowledge on major area'. Secondly, there exists meaningful difference between perception of current competency and expected competency depending on the gender, high school department (science/liberal arts), high school location, types of college admissions, and types of mathematics in NAST. According to these results, this study suggests enhancement of foreign language (English) education in engineering department, design and implementation of various educational program to overcome individual difference, promoting importance of competencies in the 'cultural abilty' and 'intercommunication abilty', necessity of continuous adjustment and complementation for engineering educational program through accumulation of feedback processes, activation of career education through engineering education and special programs.

• The Journal of the Korea Contents Association
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• v.14 no.7
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• pp.334-345
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• 2014

Purpose: The purpose of this study aimed to find the relationship between characteristics of cultural exchanges, self-efficacy and cultural competence in Korean nursing students. Method: A total of 301 nursing students participated in this study. Data collection was conducted through the use of questionnaires which were constructed to include the General Self-efficacy Scale, the Caffery Cultural Competence Healthcare Scale(CCCHS), and the Cultural Competence Assessment(CCA). Result: Self-efficacy and cultural competency of participants in this study were shown to have moderate levels (Self-efficacy: M=3.0, SD=0.38; Cultural competency: M=2.8, SD=0.55). And the nursing students who have higher grade and foreign friends were found to have significantly higher self-efficacy and cultural competence. Moreover, there was a significant positive correlation between self-efficacy and cultural competency (r=.394, p .001). Conclusion: The findings suggest that nursing students need to enhance cultural exchanges and self-efficacy to reinforce cultural competence.

• Journal of Korea Technology Innovation Society
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• v.16 no.3
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• pp.754-783
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• 2013

This study aims to suggest an empirical approach for improving the reliability of the valuation method for the technology developed at universities by using the recent data of university technology transfer. The influencing factors, the internal capabilities of an university and the characteristics of technology area, on the outcome of university technology transfer were investigated for this study. The analysis shows that the technology area distribution of the outcome of technology transfer of each university can be classified into two type: IT and NT area oriented type, and BT and other area oriented type. The analysis also shows that the type of technology area distribution can act as a moderator in the positive relationship between each independent variables, the number of patent applications and the number of technology commercialization staff, and the outcome of technology transfer. Considering that the capability of technology development and that of technology spread are related directly or indirectly to all the technology valuation process, the analysis results imply that the reliability of the valuation method for university technology might be improved by using factors of the internal capabilities of an university and that of the characteristics of technology area.

• Journal of Practical Engineering Education
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• v.14 no.1
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• pp.49-59
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• 2022

This study was conducted to develop a teaching competency scales customized for teaching programs conducted by Center for Teaching & Learning at A University. To achieve this purpose, a preliminary study was set up, which consists of three competency groups (basic competency, practice competency, innovation competency) and 26 learning competency factors through a review of previous studies. In order to verify the reliability and validity of the provisional teaching competency scales, an online survey was conducted on A university teachers in September 2020, The collected questionnaire data were organized and exploratory factor analysis and confirmatory factor analysis were conducted. As a result of exploratory factor analysis, 26 teaching competency was reduced to 17. As a result of the confirmatory factor analysis, the model was found to be good, Also, as a result of analyzing the construct reliability and AVE of the confirmed teaching competency factors, all 17 factors showed a good level of .7 or more. The teaching competency scales developed through this study can be used as basic data for performance evaluation and development of new programs of CTL teaching program.

• Proceedings of the Korea Water Resources Association Conference
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• 2020.06a
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• pp.364-364
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• 2020

세계적으로 지구온난화 등 기후변화의 영향으로 재해발생의 빈도와 피해 심도가 증가하고 있다. 일반적으로 자연재해에 의한 피해복구에 소요되는 비용은 재해 피해액보다 크다. 선진국의 경우 이러한 재해발생 가능성을 두고, 피해를 최소화시키기 위하여 복원력에 초점을 맞추어 관련 정책을 수립하고 있다. 그러나 가뭄의 경우 타 재해에 비하여 지속기간이 길고 그 지속기간에 따라 피해의 영향이 지역별로 편차를 두고 달라지게된다. 따라서, 정확한 역량평가 결과를 제시하기 위해서는 가뭄이 자주 발생하는 지역, 복구능력이 탁월한 지역 등을 구분하고 평가하여 지자체가 갖고 있는 가뭄에 대한 역량을 정량적으로 평가할 필요가 있다. 가뭄역량평가(복원력 평가)는 항목의 특성에 따라 크게 내구성, 대체성, 자원동원력, 그리고 신속성으로 구분된다. 본 연구에서는 각 항목별 가뭄 시 적용 가능한 정량적 복원력 지표 8개를 도출 하였으며 지자체별 해당 데이터를 확보하였다. 다음으로 주요 지자체별 복원력 항목 값을 정규화 하여 표준점수화 하였다. 제안된 방법론은 향후 개별 항목특성에 맞는 정량화 방법, 항목별 가중치 부여방법, 그리고 정성지표 고려 등과 같은 지속적인 추가연구가 진행되어야 하지만, 제안된 복원력 정량지표와 그 결과는 지역적인 가뭄에 대한 지자체별 역량강화전략을 제시하기 위한 기초자료로 활용이 가능하다.

• Journal of Digital Convergence
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• v.11 no.2
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• pp.355-363
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• 2013

The study conducted an employment capability reinforcement program targeting health-related college students, and then carried out positive analysis to find out how satisfaction affects adjustment to college life and academic achievement. An employment capability reinforcement program was conducted which targeted health related majors at a university located in Cheongbuk, and information on satisfaction, adjustment to college life, and academic achievement was collected through a self-administered questionnaire. The analysis results revealed that the higher the satisfaction for the employment capability reinforcement program, the better the adjustment to college life, while increased adjustment to college life affected academic achievement. Although the employment capability reinforcement program had no direct relationship of influence to academic achievement, the study shows that it does lead to increased academic achievement by way of adjustment to college life, which ends up as a positive affect for future employment. Therefore, active efforts are necessary to revitalize employment related programs that suit the characteristics of each department in order to establish an environment for revitalizing employment and increasing adjustment to college life.