• Fashion & Textile Research Journal
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• v.20 no.4
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• pp.369-378
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• 2018

This study started with the need for transition to competency-based education as well as the witness of fast changes in fashion industry's job environment. The goals of this study were (1) to explore fashion designers' competencies that are necessary for a successful careers in global fashion industry, and (2) to establish fashion designer competency model. In-depth individual interviews were conducted with 15 participants who have charged for design department and moreover have shown high performance in national, licence or designer brands in Korea fashion industry. Grounded theory was adopted to analyze data. As a result of analysis, the 4 core competencies emerged: problem-solving, research, inter-personal, and self-development. Each core competency has sub-competencies. Creativity, commerciality, control, decision making were sub-competencies for the problem-solving competency. Information management, innovation understanding & application, trend analysis & forecasting were sub-competencies for the research competency. Consumer, inside company, and outside company relationships were sub-competencies for the inter-personal competency. Self-awareness, self-management, expertise were sub-competencies for the self-development competency. In order to acquire these competencies, knowledge (academic, practical, multi-discipline), skills (sense, analysis, synthesis, communication), and attitude (interest, enjoyment, perseverance, personality) were essential. Based on these findings, implications for university fashion design education and further research areas were suggested.

• 대한공업교육학회지
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• v.36 no.2
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• pp.181-199
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• 2011

The purpose of this study is to determine the level of key competencies and teacher efficacy of pre-service industrial teachers as related to their personal backgrounds, and to analyze the correlation between personal variables, key competencies and teaching efficacy. This will be provided as basic resources for pre-service teacher training program to improve the understanding of key competencies and teaching efficacy of pre-service industrial teachers. The results of this study are as follows. First, the teacher efficacy of pre-service industrial teachers was found to be above average (M=3.0), and teaching efficacy (M=3.41) was found to be a bit higher than personal teacher efficacy (M=3.28). Upon analyzing the significant differences of teacher efficacy resulting from background variables, it was found that gender and major had no difference while the effect of school year on teaching efficacy of teacher efficacy showed statistically significant differences. Second, the lower regions of key competencies of pre-service industrial teachers all were above the average 3.0. Gender and school year were exhibited no significant difference, and only the global competence of key competencies showed significant difference. Third, it was found that the gender and major of pre-service industrial teachers had no correlation with teacher efficacy and key competencies. On the other hand, school year variable showed significant positive correlation with teacher efficacy (r=.274) and key competencies (r=.168). Lastly, it was found that key competencies and teacher efficacy had positive correlation of r=.475.

• Journal of Engineering Education Research
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• v.21 no.6
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• pp.63-73
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• 2018

This research aims to analyze core competencies of engineering students in Korea as well as to explore the application plans of extracurricular activities(hereafter, ECA) and programs in order to enhance their core competencies. Participation in ECA has long been recognized as having positive benefits and impacts upon students. To achieve the purpose of this study, first, we investigated whether there were differences between core competencies in undergraduates according to majors, gender and grades. 'Core competencies', first introduced in management theory as 'core competency' can be defined as personal attributes or underlining characteristics, capable of delivering a role or job. 'Core competencies' has received particular attention in recent years and there has been much related research (domestic and foreign) combined with diverse factors. However, few studies have addressed the question on engineering student's core competencies as well as the ways of their enhancement. This study was conducted with a total of 286 students, and core competencies have been measured online, through K-CESA. Our findings show that firstly, there were significant differences in undergraduate students' core competencies by majors. Engineering students scored significantly lower in core competencies overall. Second, there was no significant difference in students' core competencies by gender and grade. Third, there was a significant correlation among components of core competencies. Finally, there was a significant correlation between core competencies and grades(GPA, grades in major subject & liberal arts subject), rather levels in the correlation were low. Furthermore, the study suggested that the appropriate application of extracurricular activities would enhance core competencies of students.

• Journal of Technologic Dentistry
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• v.44 no.4
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• pp.144-153
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• 2022

Purpose: This study examines the influence and the relevance of personal background factors, social activity factors, and satisfaction factors for university education of college students in terms of changes in core competencies required by companies, so as to provide basic data for developing a curriculum necessary for improving core competencies. Methods: A self-administered questionnaire survey was administered to 172 college students from the Department of Dental Laboratory Technology at K University in Gangwon Province, who understood the purpose of this study and agreed to participate, from September 10, 2022 to September 30, 2022. Results: 1. The core competency scores of university students in the dental technology department for teamwork was 3.91±0.65, creativity was 3.66±0.70, challenging spirit was 3.64±0.74, professionalism was 3.54±0.74, global was 3.29±0.69. 2. To enhance the core competencies of college students in the dental technology department, it is necessary to improve the satisfaction with the curriculum through the expansion of educational infrastructure, and help in the career decision and preparation process. Conclusion: It is necessary to seek research that identifies the core competencies of dental technicians and university students based on the image of human resources desired by companies in a more diverse way and programs necessary to promote them.

• Journal of The Korean Association For Science Education
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• v.34 no.6
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• pp.535-547
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• 2014

This study analyzed the characteristics of National Science Curricula in the UK, Australia, New Zealand, Canada, Singapore, and Korea with respect to core competencies. In the case of overseas countries, literature review on their curricula was conducted, and four common features were extracted: 'association of cross-curricular competencies with science-specific competencies', 'a combination of science contents and scientific practices', 'an emphasis on communication skills', and 'representation of an achievement level of competency'. In addition, the common core competencies of science education were 'critical thinking', 'creative thinking', 'problem solving', 'inquiry skills', 'communication skills', 'cultural literacy', 'ability to integrate discipline', 'application skills', and 'personal/social competency'. In relation to these features, this study also investigated Korean science teachers' perceptions of core competencies in science education. A survey was conducted on 135 teachers in elementary, middle, and high school in Korea. Teachers were not well aware of what core competencies are, and after introduction, they thought that they wanted to and needed to teach core competencies to their students. Teachers claimed that critical core competencies in science education are 'creative thinking', 'problem solving', and 'inquiry skills'. Teachers thought that core competencies-based science class would help develop students' scientific literacy and communication skills. However, they have difficulties in conducting core competencies-based science class because they are not familiar with how to conduct the class and they expect that it will take a long time to prepare such a class.

• Research in Community and Public Health Nursing
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• v.28 no.3
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• pp.334-346
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• 2017

Purpose: This study attempts to examine the extent to which competencies were identified in a Korean community nursing practice based on the 11 core competencies required by US health nurses. Methods: This was a descriptive research study, and the subjects of this study were 11 students who were in a four-year nursing course. Data were collected by means of a questionnaire from October 19 to November 22, 2016. Results: Core competencies in total were practiced in 60.0% to 98.5% of schools in Korea. Among these, competencies corresponding to the practice level of 'high' were identified as 'communicating effectively with community nursing subjects and colleagues, and accepting various personal characteristics without criticism or prejudice'. On the other hand, competencies corresponding to the practice level of 'low' were identified as 'to comply with social justice, public good, public health principles, and leadership in a community nursing practice'. Conclusion: This study can be used as a resource to categorize the competence of nursing students expected in the field of community nursing. Based on a careful review of core competencies with low practice, it is necessary to seek specific practical strategies to strengthen these competencies in the future.

• Journal of Science Education
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• v.43 no.1
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• pp.94-118
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• 2019

The purpose of this study is to explore the multi-faceted understanding and issues of science subject matter competencies from the trends of competency-based curriculum discourse, and to examine the relationship between general core competencies and science subject matter competencies. First, we examined the theoretical background of competency-based curriculum focusing on behaviorism, humanism, and its comprehensive synthesis. After that, we reviewed OECD's competency-related projects (DeSeCo; OECD Education 2030), US Next-Generation Science Standards (NGSS) and Korea's 2015 Revised National Curriculum from the viewpoint of competency-based curriculum. After that, we summarized and systematically analyzed a list of competencies, 105 general core competencies and 45 science subject matter competencies proposed by 15 important documents from home and abroad. The results of this study are as follows: First, the issues of the proper number, appropriate dimension, and how individual competencies should be unique and independent were pointed, in terms of defining and categorizing competencies. Second, it was suggested that the competency items are presented in various dimensions such as personal-micro dimension, community meso-dimension, and social-macro dimension. Meso-dimension was placed on both general core competencies and subject matter competencies. Third, in the relationship between general core competencies and subject matter competencies, the former emphasizes macro-dimension, and the latter emphasizes micro-dimension, revealing an existing gap, and where the two can meet each other is the meso-dimension. These discussions are thought to provide insight into the understanding of competencies in the national curriculum, including the 2015 Revised National Curriculum.

• Asia-Pacific Journal of Business
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• v.7 no.1
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• pp.11-30
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• 2016

The study specifically aimed to identify factors affecting business longevity. It focused on knowing how embroidery enterprises managed to persist in the industry for many years despite the competitive business environment. After discovering the significant relationships of such factors to longevity, problems experienced by the enterprise cluster were ascertained in order to come up with recommendations that can be proposed to the enterprise owners. Embroidery entrepreneurs have been experiencing a continuous decline in sales due to lack of innovation and intense competition. In the evaluation of their personal entrepreneurial competencies, they scored low on risk-taking, persuasion and networking, and opportunity seeking; thus, implying that these are their weaknesses. On the other hand, the statistical results of this study say that longevity is a function of the entrepreneur's competencies (i.e., persistence, commitment to work contract, demand for quality and efficiency, information seeking, and systematic planning or monitoring), the generation currently managing the business, competition, and the customer's preferences. These results suggest that these independent variables are significant and are deemed critical to business longevity. Thus, entrepreneurs have to find ways on how to use these competencies as an advantage in reinventing their businesses and in reviving their industry.

• Journal of Korean Clinical Nursing Research
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• v.29 no.1
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• pp.95-106
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• 2023

Purpose: This study is descriptive survey research on the analysis of nurses' perception of the 4th industrial revolution and the importance and performance of future core nursing competencies in a tertiary hospital located in Seoul. Methods: Data were collected from 149 nurses with more than a year of work experience and analyzed using descriptive statistics, t-test, one-way ANOVA, and Importance Performance Analysis(IPA) with the IBM SPSS/WIN 25.0 program. Results: The nurses' perception of the 4th industrial revolution was 3.23±0.71 out of 5 points. The importance of future core nursing competencies was 4.31±0.48, and the performance of it was 3.47±0.54. The analysis results of IPA showed that A (area of continuous maintenance) included critical thinking, problem-solving skills, teamwork and collaboration, evidence-based practice, communication, quality improvement and safety, professionalism, self-regulation and self-management, and personal literacy. The specific competencies were not included in B (area of priority improvement). Creativity, informatics, healthcare policy, leadership, research ability, and continuing education were included in C (area of progressive improvement). Knowledge and patient-centered care, ability to manage resources as well as professional, legal, and ethical responsibility were included in D (area of overinvestment). Conclusion: The nurses seemed not to be fully prepared for the 4th industrial revolution. However, they were well aware of the importance of the future core nursing competencies. Therefore, if nurses increase the performance of core competencies in order of priority according to the IPA results, they will be able to independently lead the changing nursing field.

• The Journal of Asian Finance, Economics and Business
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• v.7 no.4
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• pp.259-265
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• 2020

The study aims to define the career competency of HRD practitioners based on an intelligent career framework. This intelligent career framework has been described as having been achieved by the accumulation of career capital through the three ways of knowing, including knowing why, knowing how, and knowing with whom. The data were collected from the interviews with 15 HRD practitioners. Semi-structured interviews were used to collect data from the HRD practitioners. For the orientation about the interview, the researcher explained the importance of gathering data about the personal experiences of the respondents on their work and career. After that explanation, the researcher asked several questions based on the pre-structured interview guide. The data collected were qualitatively analyzed on the basis of the intelligent career framework. Based on the analysis of the interviews, the subcategories of each way of knowing competency were identified. For the knowing why, identity, credibility, and career clarity were identified. The subcategories of knowing how are remaining updates, hard skills, and soft skills, while the subcategories of knowing with whom are personal networking and professional networking. The interdependency among the three career competencies was found. The findings provide theoretical implications of applying an intelligent career framework.