• Journal of the Korean Society of Radiology
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• v.13 no.1
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• pp.103-110
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• 2019

The objective of this study was to prepare the baseline data for vocational key competence of radiologists by analyzing the communication skills, problem-solving skills, self-development capability, interpersonal skills, and vocational ethics, which are required by NCS job descriptions for radiologists, of college students majoring in radiology. This study surveyed 79 sophomore and junior college students majoring in radiology at S University from Nov 19 to Nov 30, 2018, using questionnaires and analyzed the levels of vocational key competencies. The analysis results of vocational key competences levels showed that the level of interpersonal skills was the highest (71.2 points for juniors and 74.9 points for seniors). The levels of problem-solving skills and self-development capability were low. Conflict management capability, which is a sub-domain of interpersonal skills, was 77.5 and 80.5 points for juniors and seniors, respectively, which were the highest, while leadership ability was the lowest. When the sub-domains of self-development capability were analyzed, self-recognition capability was the highest (70.0 points for juniors and 74.8 points for seniors) and the career development capability was the lowest. Colleges are required to develop a customized regular curriculum that is well-linked to the clinic in order to improve the vocational key competencies required by the NCS job description to prepare for the blind hiring process. Colleges also put efforts to educate radiologists who can actively cope with rapidly changing medical environment by running various non-regular programs.

• Journal of Science Education
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• v.43 no.2
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• pp.258-269
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• 2019

This study developed an instrument for measuring STEAM education effectiveness focused on key competencies of STEAM. This study performed literature reviews on the prior studies associated with the STEAM education and completed a pilot instrument through reflective reviews by external experts. A pilot study was administered to a total of 408 students and finalized by statistical analyses such as reliability check and exploratory factor analysis. The factors of the final instrument were identified as convergence (seven items), creativity (eleven items), challenge (five items), and care (nine items). The Cronbach' ${\alpha}$ for each construct ranged from .849 to .929 turned out to be reliable. This instrument can be utilized for measuring the effectiveness of the STEAM education on students' key competencies.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.4
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• pp.1202-1210
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• 2015

The purpose of this study was to analyze the ability level of the occupational Basic Competencies of Fisheries and Maritime(F&M) high school students using F&M basic skills scale. In order to achieve the objectives of this study, the level was analyzed with the Fisheries and Maritime ability scale, comparing each grade level & department. This study was applied to the literature and research methods. This research was conducted collecting preliminary data from 1,113 F&M high school freshman and sophomore students. This survey of 46 questions was used to measure for F&M ability scale-divided into 6 areas-marine vocational ethics, marine information capacity, marine elementary knowledge, marine safety management skill, management & utilization marine life and marine consciousness. The results of this study were as follows; First, in F&M high school students' competencies, marine vocational ethics, marine consciousness was higher, marine information capacity, marine elementary knowledge, marine safety management skill were middle, management & utilization marine life was lower. Second, in the grade level, 5 competencies(marine vocational ethics, marine information capacity, marine elementary knowledge, management & utilization life and marine consciousness) were not different, but 2 Grade was higher than 1 Grade in the marine safety management skill. Third, comparing F&M department, Maritime department were higher than fisheries in 5 competencies. But, fisheries department was higher than maritime in the management & utilization life competencies.

• Research in Community and Public Health Nursing
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• v.28 no.4
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• pp.397-409
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• 2017

Purpose: Competency is a key foundation of the nursing education curriculum and a baseline element of nursing practice. The purpose of this study was to explore the competencies of community health nurses in a maternal early childhood sustained home-visiting program based on nurses' field experiences. Methods: The participants were 21 nurses who had more than 1 year of experience in this program. Reflective interviews were performed; lasting 1 hour per nurse, on August 18, 2016, and the collected data were analyzed using qualitative directed content analysis. Results: Twenty-four themes were extracted for 9 competencies. The major themes included implementing a long-term relationship-based approach, providing client-led service rather than expert-led service, helping mothers with psychosocial difficulties, and applying skills in a practical manner in the home environment. Conclusion: In order to develop a home-visiting program as part of maternal-early childhood nursing practice, nurses should develop competencies that help them make significant and positive interventions. Results indicate that the curriculum for community health nurses should be changed to improve competencies in building relationships with clients and to focus on the application of skills in specific cases and in clinical practice.

• Journal of the Korea Convergence Society
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• v.12 no.11
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• pp.319-328
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• 2021

The purpose of this study is to develop core competencies for gifted education by utilizing Delphi survey methods and to present behavioral element selection and scale questions based on the definition of competencies. First, the core competence for gifted education was selected through literature analysis, and the first Delphi survey was conducted to verify that the definition of each competency is suitable for the competency name. Subsequently, through a second Delphi survey, detailed questions were developed and verified by expressing the capabilities required to develop core competencies as behavior elements. Through two rounds of Delphi surveys, eight key competencies were finally selected: attitude and practice willingness, communication and collaboration, information processing and tool utilization, creative problem solving, convergence and application, higher-order inference, community spirit, and learning achievement orientation. This study is meaningful in that it selects core competencies and behavior elements for gifted education that are necessary to pursue goals that meet social needs and it presents tools to measure the degree of competency improvement for gifted education.

• Journal of The Korean Association For Science Education
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• v.38 no.6
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• pp.781-792
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• 2018

In modern society, as technology develops and industry diversifies, students can choose from a variety of career paths. Since science, technology, engineering, and mathematics require a longer education and experience than other fields, it is important to design science education policies based on the competencies required for science, technology, engineering, and mathematics (STEM) occupations. This study explores the definition of science and technology manpower and STEM occupations and identifies core competencies of STEM occupations using standard job information operated and maintained by the US Department of Labor ($O^*NET$). We specially analyzed ratings of the importance of skills (35 ratings), knowledge (33 ratings), and work activities (41 ratings) conducting descriptive analysis and principal component analysis (PCA). As a result, core competencies of STEM occupations consist of STEM problem-solving competency, Management competency, Technical competency, Social service competency, Teaching competency, Design competency, Bio-chemistry competency, and Public service competency, which accounts for 70% of the total variance. This study can be a reference for setting the curriculum and educational goals in secondary and college education by showing the diversity of science and technology occupations and the competencies required for STEM occupations.

• Educational Technology International
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• v.21 no.2
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• pp.217-247
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• 2020

Many developing countries consider ICT as a key enabler to improve their educational systems and teachers are viewed as change agents. This paper aims to present policy suggestions concerning how to foster teachers' ICT competencies in developing countries based on the outcomes of an ODA project case in Peru. This study was conducted through three stages: Literature survey, site visit, and policy suggestions. To draw relevant policy suggestions, we employed the framework of the 'macro-meso-micro' level of teacher professional development. The following policy suggestions are discussed: (a) macro level: to develop the national framework of teacher ICT competencies and competency-based teacher training, (b) meso-level: to promote teacher communities of practices and school-based research programs, and (c) micro-level: to redesign teacher professional development programs to help teachers better understand the complex relationships between content, pedagogy, and technology, beyond learning about basic ICT literacy skills. This study contributes to the understanding of how ODA projects can approach the issue of teacher ICT capacity building at multiple levels.

• Journal of Korean Library and Information Science Society
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• v.48 no.4
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• pp.49-76
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• 2017

Free learning semester aims to foster key competencies in junior high students via reinforcing student participation and career education. This paper investigates the programs of school and public libraries, as well as the roles that university libraries and LIS could play in the changing educational environment. School libraries, though an essential element in the educational infrastructure, are seriously underused. In addition, the support programs of public libraries tend to focus on guest lectures or field trips, rather than reinforcing the students to experience the foundational library services. Public libraries are in a good position to play an active role in strengthening school libraries. They should take a proactive role in forming a partnership with university libraries, LIS faculty and students, and in developing diverse programs ranging from vocational/career education to enhancing key competencies.

• Journal of Digital Convergence
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• v.13 no.2
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• pp.91-103
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• 2015

This research aimed to investigate the benefits of incorporating Problem-Based Learning(PBL) approach in Business English classes in a Korean university. This study focused on student experiences of learning in a PBL environment. The study examined the feasibility of cultivating students' key job competencies, that of their learning achievement and their satisfaction with the PBL approach. Data on student experiences were gathered from questionnaires. The analysis of the data showed, first, that the PBL could cultivate students' key job competencies. Second, the PBL could have a positive effect on students' acquisition of business content knowledge and their English language development. Third, the PBL approach achieved above moderate level of student satisfaction.

• Journal of Korean Society for Quality Management
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• v.45 no.4
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• pp.677-696
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• 2017

Purpose: This study suggests that Six Sigma MBB should be used as a key talent to lead the fourth industrial revolution era by training them with big data processing capability. Methods: Through the analysis between articles on the fourth industrial revolution and Six Sigma related papers, common competencies of data scientists and Six Sigma MBBs were identified and the big data analysis capabilities needed for Six Sigma MBB were derived. Then, training was conducted to improve the big data analysis capabilities so that Six Sigma MBB is able to design algorithms required in the fourth industrial revolution era. Results: Six Sigma MBBs, equipped with the knowledge in field site improvement and basic statistics, were provided with 40 hours of big data analysis training and then were made to design a big data algorithm. Positive results were obtained after applying a AI algorithm which could forecast process defects in a field site. Conclusion: Six Sigma MBB equipped with big data capability will make the best talent for the fourth industrial revolution era. A Six Sigma MBB has an excellent capability for improving field sites. Utilizing the competencies of MBB can be a key to success in the fourth industrial revolution. We hope that the results of this study will be shared with many companies and many more improved case studies will arise in the future as a result of this study.