• The Journal of the Institute of Internet, Broadcasting and Communication
• /
• v.15 no.6
• /
• pp.275-281
• /
• 2015

Korea's e-government is the world best system and the open government data field is also ranking number 1 by UN evaluation. Therefore Korea's ICT level is ranking number 1 in the world especially in ICT (Information Communication Technology). However, in terms of national ICT capabilities, national ICT competency education is tend to perform by the simple list of courses rather than detail definition of the specific skills or training. In this paper, we define the national ICT capabilities through research and analysis of the national ICT competency model and define the relevant curriculum. This is very important to develop national ICT competency as well as ICT technologies because other countries will develop their information by learning from Korea's ICT and e-government as a model. Therefore, we firstly study about the national ICT competency model and will be drawn from the courses required for national ICT competency model.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
• /
• v.17 no.1
• /
• pp.79-87
• /
• 2022

Recently, as the awareness of the necessity of entrepreneurship education has spread in secondary education, the competency of educators in the field of education has become more important. This study tried to derive the priority of education needs by exploring the competency of educators to practice entrepreneurship education and the result from analysis of the difference in importance and performance. For conducting the analysis, this study conceptualized entrepreneurship education competency based on the TPACK (Technological Pedagogical Content Knowledge) model and developed a questionnaires to measure those competencies. Using TPACK and developed questionnaires, a survey was conducted on 217 secondary school teachers who were interested in entrepreneurship education, and derived the difference between importance-level and current-level was analyzed with a t-test. As a result of the study, for all sub-factors of TPACK, the mean of importance-level was higher than the mean of current-level, indicating that educational prescription was required. Also, as a result of analysis of Borich's requirements and The Locus for Focus Model, it was found that the factor with the highest priority in education was CK(Content Knowledge). Based on the results of study, implications for strengthening competencies for entrepreneurship educators were derived.

• 한국경영정보학회:학술대회논문집
• /
• 2007.06a
• /
• pp.198-204
• /
• 2007

본 연구는 핵심역량 지향성을 중심으로 고찰한 IT 아웃소싱 성공요인 및 결과에 관한 것으로, 아웃소싱 프로세스 관리역량과 기업의 핵심역량 지향성이 IT 아웃소싱된 업무 복잡도와 아웃소싱 성과에 영향을 미치는 지, 그리고 아웃소싱 프로세스 관리역량이 기업의 핵심역량 지향성과 아웃소싱 성과의 관계를 매개하는 효과가 있는지에 대한 실증 연구이다. 따라서 본 연구는 독립변수로 핵심역량 지향성과 종속변수로 아웃소싱된 업무 복잡도 그리고 매개변수로 아웃소싱 프로세스 관리역량을 사용하였다. 국내 IT 아웃소싱 협회에 등록된 회사의 IT 부서를 대상으로 200 개의 데이터를 확보하였고 공분산 구조방정식 모델로 분석하였다. 연구결과, IT 아웃소싱 프로세스 관리역량은 핵심역량 지향성이 아웃소싱된 업무 복잡도와 아웃소싱 성과에 미치는 영향을 매개하는 것으로 밝혀졌다. 그리고 핵심역량 지향성은 아웃소싱의 성과에 긍정적인 영향을 미치지만 아웃소싱된 업무 복잡도엔 유의한 영향을 미치지 않는 것으로 나타났다.

• Journal of Digital Convergence
• /
• v.15 no.8
• /
• pp.423-433
• /
• 2017

The purpose of this study was to develop a competency model by career type by designing the specified career paths through the analysis of career experience of the athletes in the professional sports field. For this purpose, career types were identified as sports administrators, judges, leaders, sports information analysts, and global sports talents based on literature analysis, career development type and path guide design, experts interviews. Competency candidates were derived from interviews and workshops on experts. In order to finalize the competency model, it was confirmed by completing the feasibility test of experts. As a result, it is divided into common competency, professional competency, and global professional competency. There are 6 common competencies such as global competence, OA utilization, 29 special competencies by 5 career types, and 2 global competencies like sports foreign affairs, job preparation for international sports organization and the sports league federation. Competency definitions and behavioral indicator were developed for all competencies and could be used to diagnose the competency level of sports talents and to establish career development academy programs based on the competency model.

• Journal of Technology Innovation
• /
• v.21 no.2
• /
• pp.285-317
• /
• 2013

This paper delineates dynamic capabilities, which can be measured by internal capability and external knowledge, and also, in the shape of dynamic capabilities, bases on that corporate actions are expatiated by fitness and rent of evolutionary perspective. To achieve the goal of this study, classifying types of Nano-technology enterprise and suggesting analytical pattern based on dynamic capabilities, this thesis substantially analyzes how to categorize a type of enterprise and gauge a result through a survey of 359 domestic companies producing goods concerned with Nano-technology. This paper analyzes whether or not the internal capability and external knowledge affect the outcome of a certain enterprise. Moreover, in according to the results of practical analysis, it deducts 2 new variables by applying principal component analysis on four previous variables showing the internal capability and external knowledge. By classifying four types of enterprises with criterion of these two factors based on a relative extent and comparing each typical financial result, this paper suggests that the companies with relatively higher level of the internal capability and external knowledge surpass the lower ones at the financial outcome. Not only this, but also the technology-level analysis shows the same result, the higher capability and knowledge the higher performance. However, the analysis based on the difference of the four types of financial outcomes reveals that technological and evolutionary fitness can determine financial achievement.

• Journal of the Korean Institute of Intelligent Systems
• /
• v.21 no.3
• /
• pp.378-382
• /
• 2011

This paper develops the core competencies of manufacturing workers, analyze the consciousness structure on the core competencies. As the analyzing method of consciousness structure, ISM(Interpretive Structural Modeling) and FSM(Fuzzy Structural Modeling) are used to classify layers and determine the connection state. However, the element of each layer is frequently changed by data. This paper suggests the method with the point of view that the structure is determined basically and the connection state of the structure model is changeable depending on the method; first to determine structure model by ISM, second to determine connection by FSM. By using this method, the objective structure model, analyzing the consciousness on the core competencies of manufacturing workers, is suggested with specialist confirm.

• The Journal of Korean Association of Computer Education
• /
• v.21 no.5
• /
• pp.25-35
• /
• 2018

As one of the key competencies required in the era of the Fourth Industrial Revolution, interest and importance of digital competency is the growing. Digital competency means the ability to search and analyze necessary information using digital technology through collaboration and communication with other people to solve problems given in digital society and to produce the result. In this study, we will consider what factors should be included in the digital competence required in the era of the Fourth Industrial Revolution. To do this, we systematically classify factors that are considered to be important through analysis of relevant research on domestic and foreign digital literacy, and propose a digital competence model suitable for domestic reality based on this classification. In order to design a digital competence model, we first define the operational factors of the digital competence and then define and refine it by experts.

• Journal of Science Education
• /
• v.42 no.2
• /
• pp.132-147
• /
• 2018

The goal of this research is to suggest a theoretical process-centered assessment model based on Learning Progressions of key competencies in the context of STEAM instructions. The "Process-Products Combined Module-type (P2CM) STEAM Assessment Model (P2CM STEAM Assessment Model, hereafter) can be used both as an instructional model and as an assesment model, applicable for various STEAM topics and instructional types. consists of 3 axes. The first X axis stands for 4C competencies that should be emphasized through STEAM instruction. The second Y axis stands for the types and the hierarchy of STEAM instructions. The third Z axis stands for the assessment standards based on LP. We also exemplified an assessment module combined creativity competency with creativity-based instruction based on . Based on the research results, we suggested elaboration of assessment models based on Korean LP research outcomes, development and supply of formative assessment models through field-based in-depth research, modification of formative assessment models with the participation of teacher communities and in-service teachers, and the necessity of further research on assessment models for tracking LP.

• 대한공업교육학회지
• /
• v.40 no.1
• /
• pp.142-162
• /
• 2015

The purpose of this study are to provide the basic data materials and implementations for successful performance of electric-work field representatives of South Korean firms by identifying their roles and competency and examining their educational need. For this research purposes, three phased analysis was followed on: (1) the roles of electric-work field representatives, (2) competency of electric-work field representatives and (3) educational need for their competency. This research method was to conduct a focus group interview for 10 expert field representatives along with survey. The collected data materials were processed by MS Excel and SPSS 21.0 for statistical analysis including average, standard deviation and other basic statistics; the gap in awareness of field representatives; and need values. For the needs analysis, the difference between significance of field representatives' competency and current status was examined by t test. And the awareness gap between competency importance and current status was identified based on the Borich equation. The Locus for Focus model was employed herein to identify the kinds of competency with high importance and high inconsistency to prioritize. As a result, this research has found as follows: first, the roles of field representatives were found to be in 13 different kinds of roles. Second, electric-work field representatives were found to need to have 16 different skills. Third, regarding the 16 abilities, the gap between current status and significance was analyzed herein. The results showed statistically significant differences in all cases. The Borich needs analysis found the first required ability was communication ability followed by power of execution, conflict management ability, analytical thinking and time management ability. Also, the results of Locus for Focus model analysis displayed that the first quadrant(HH) included 7 highly-demanded abilities of communication ability, analytical thinking, decision making ability, specialty, time management ability, power of execution and drive for work implementation. The top-priority group was found to have 5 items of communication ability, analytical thinking, time management ability, power of execution and drive for work implementation which were commonly seen in the Locus for Focus model outcomes. Based on these findings, this research could identify the roles and competency of electric-work field representatives and provide the basic data materials applicable to future personal management of electricity companies including recruitment, division of work, job description, evaluation, etc. Also this research offered guidelines on demanded abilities in the field and where to place priority. The kinds of abilities with high educational demand as found in this research must be considered in designing educational programs for the competency building of field representatives. This research is expected to provide useful information in developing such educational programs for field representatives.

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