• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.8
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• pp.313-320
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• 2019

This study compared and analyzed the levels of expectations of specialized hospitals, and the recognition of professional competency in specialized hospitals for the general public aged 20 years or older and those professionals on the hospital staffs who had more than three years of experience. The research period ran from July 2018 to May 2019. T-test and regression analysis were used for the analysis of the data. Research result; There was no difference in the level of expectations for the specialized hospitals between the general public and the hospital staffs. It was shown that the professional factor affecting subjective expectations of the specialized hospitals was a difference in the way of thinking between the general public and the hospital staff. The professional factor affecting the expected level of hospital use for the general public and hospital staffs was confidence in the doctors. However, the professional factors affecting the credibility of doctors differed between the general public and the hospital staff. The factor for the general public was excellent technical skill in the field, and the factor for the hospital staff was the specialized ability of doctor and their years of medical service. It is thought that efforts are needed to reduce the difference between the perception of hospital staff and that of the general public in order for specialized hospitals to continue to develop.

• Journal of Digital Convergence
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• v.16 no.6
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• pp.449-462
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• 2018

The purpose of this study is to develop a competency-based convergence curriculum for the development of sports marketers, sports talent in the sports industry. For this purpose, we conducted literature analysis, in-depth interviews and job analysis to derive necessary capabilities to become sports marketers, draw up a capability profile, and then developed a capability model through expert verification. Sports marketers ' capacity models were divided into sport marketing / PR and sports events by type of experience, with six common basic competencies including sports mind and 12 professional competencies including sponsorships. Sports marketers education courses developed based on capacity models are composed of understanding of sports industry, sports marketing communication, sports law, understanding of sports facility, sports facilities management, sports sponsorship, sports media, sports licensing, sports agent, sports event planning, sports event management, make a proposal, sports event field practice. The developed training courses for sports marketers will be used in colleges and private education institutions related to the sports industry, contributing to fostering and expanding sports industry talent.

• The Journal of the Korea Contents Association
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• v.16 no.4
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• pp.488-502
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• 2016

Psychotherapy supervision has long been regarded as a crucial component of psychotherapy education. Supervisory role is very important in supervision outcomes but the absence of and need for supervisor's education and training have continued to be emphasized. Supervisor's education and training can be used to better prepare and strengthen new professionals who serve in the supervisory role. This study reviewed on the literatures of supervisor's education and training, psychotherapy supervisor's development, and core competencies in supervision. As a result of this study, it introduced what supervisor should be trained. There were supervisor identity, ability to build supervisory relationship/alliance, ability to provide effective and summative feedback, knowledge of professional supervision and value of commitment to lifelong learning and professional growth. Also consensus has converged on the superordinate value of now crucial components in educating and training supervisors: didactic instruction and experiential practice. In conclusion, I discussed what should be considered in Korean supervisor's education and training and future research directions.

• Korean Journal of Construction Engineering and Management
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• v.19 no.3
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• pp.97-104
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• 2018

This paper aims to evaluate the performance of S University's Premier Global Construction Engineer Training Program. The net impact of the program is evaluated through a quasi-experiment design approach. The competency level of an individual participant is compared with that of a non-participating expert with similar professional background. The results show that the training program contributed to a significant improvement in the professional competencies of the participating students. The competency level was regressed on the subjects of curriculum. The achievements are attributable to a group of subjects focused on the skills for project development such as PPP, feasibility study, and project financing. Another group of subjects found to have significantly contributed to the improved competencies can be categorized as subjects focused on nurturing global perspectives. The paper shows it is possible to quantify the contribution of the program and the results provide a set of information that can be useful in designing and operating similar programs.

• Journal of Digital Convergence
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• v.17 no.11
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• pp.557-567
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• 2019

This investigation was conducted to derive future recognition and future competency of career counselors using future workshops and to verify the effectiveness of improving future adaptability. For this purpose, the future workshop was conducted for 25 career counselors and the data written and the discussion contents of the future workshop were analyzed. For analysis, word frequency analysis and corresponding sample T-verification were conducted, and the main words were derived through consensus. The results, First, the keywords of future recognition showed high frequency of robot, artificial intelligence, leisure, education, convenience, and the disabled. Second, the future labor sites projected the most changes due to high technology. Third, at the career counseling site, professional career counselors and robot counselors related to the fourth industrial revolution are expected to appear. Fourth, future competencies of career counselors were derived from information processing ability, professional counseling ability, communication ability, and ethical consciousness. Finally, it was confirmed that the future adaptability of career counselors increases after participating in future workshops, and the future competencies derived from this study are expected to be used for job training of career counselors.

• Journal of Gifted/Talented Education
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• v.25 no.2
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• pp.339-358
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• 2015

This study was to examine perceptions of information technology(IT) competencies among gifted and non-gifted students(i.e., information science high school students and technical high school students). Of the 370 high school students surveyed from 3 high schools(i.e., gifted academy, information science high school, and technical high school) in three metropolitan cities, Korea, 351 students completed and returned the questionnaires yielding a total response rate of 94.86%. High school students recognized the IT professional competence as being most important when recruiting IT employees. And they considered that practice-oriented education was the most importantly needed to improve their IT skills. In addition, the most important sub-factors of IT core competencies among gifted academy students and information science high school students were basic software skills. Also Technical high school students responded that the main network and security capabilities were the most importantly needed to do so. Finally, the most appropriate training courses for enhancing IT competencies were recognized differently among gifted and non-gifted students. Gifted academy students responded that the 'algorithm' was the mostly needed for enhancing IT competencies, whereas information science high school students responded that 'data structures' and 'computer architecture' were mostly needed to do. For technical high school students, they responded that a 'programming language' course was the most needed to do so. Results are discussed in relations to IT corporate and school settings.

• Journal of the Korean Society of Food Science and Nutrition
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• v.38 no.5
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• pp.626-635
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• 2009

The purposes of the study were to identify a comprehensive competency list related to the jobs of nutrition teachers and to compare the competency needs for nutrition teachers and dieticians' competency levels. Job functional areas and a competency list for nutrition teachers were developed based on a review of literature and revised through expert panel reviews. A total of 53 competency statements associated with 11 job functional areas were specified. Questionnaires were distributed to 457 dieticians engaged in school food service and 148 responses were returned (response rate: 32.4%). Excluding incomplete responses, 142 questionnaires were used for data analysis. Approximately half of the respondents were enrolled in an 1-year nutrition teacher certificate program, 25% in a graduate school of nutrition education, and 19% had completed an 1-year nutrition teacher certificate program. The dieticians highly rated requirements of the competencies related to sanitation and employee safety, nutrition counseling, nutrition education, and teaching practices; in contrary, their competency levels for nutrition education, nutrition counseling, and teaching practices were low. Respondents' competency levels were significantly lower than the required competency levels of effective nutrition teachers in all functional areas. A quadratic analysis based on the requirement and self-evaluation of the competencies revealed that priorities of education programs targeting school nutrition teachers or students preparing to be nutrition teachers should be placed on improving competencies related to nutrition education, nutrition counseling, teaching practices, sanitation and employee safety, menu management, and human resource management. These results can be used to develop curriculum materials for basic and continuing professional education for nutrition teachers. It is necessary to review and update competencies regularly to reflect environmental changes in school food service programs.

• Journal of Korean Academy of Nursing Administration
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• v.12 no.3
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• pp.424-433
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• 2006

Purpose: This study is analyzing nurse managers's common fundamental competencies changes and responses to the application of the action learning, and promoting introduction and revitalization of action learning. Method: The research design is one group pretest-posttest design. The subjects are 40 nurse managers. The program was performed for 5 weeks. Data were collected before the program and after 5 weeks program and were analyzed with paired t-test. Result: Action learning was an effective way to develop an individual and team and to solve the problem of organization. There were more significant increases after the program than before the program on common fundamental competencies(p<.05). Conclusion: This study has us confirm that action learning is an effective education method for organization members on the spot to recognize their problem and study by themselves and solve the practical problems with various solution process.

• Journal of vocational education research
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• v.37 no.3
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• pp.47-63
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• 2018

The purpose of this study is to develop the competency model of specialized vocational school teachers as admission officers. Whereas professional admission officers deal with a variety of admission activities in universities, teachers are responsible for admission duties in specialized high schools in Korea. Therefore, it is necessary to identify the core competencies required for teachers responsible for admission duties in specialized high school settings. In order to develop a competency model, factor analysis was completed for the survey results of 191 teachers who teach in specialized vocational high schools in Seoul, Korea. For evaluating validity of the competency model, the responses from those who had high experiences in admission duties and the average teachers were compared. As a result, this study identified a total of 14 competencies in three competency areas. The competencies required for specialized high school teachers include responsibilities for admission officers, ethics for evaluators, communication skills, teamwork, understandings of admissions process for specialized vocational high school, developing evaluation criteria, generating interview questions, increasing interrater reliability, interview skills, simultaneous evaluation of interviewees, quantification of evaluation results, synthesis of evaluation results, and decision making skills.

• Journal of The Korean Association For Science Education
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• v.28 no.4
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• pp.269-281
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• 2008

In Korea, the criteria for the requirements of a secondary school science teacher's certificate are based entirely on the subjects and/or areas as prescribed in laws for the teacher's licensure examination. However, the criteria do not account for the specific competencies or qualities that a good science teacher should possess. The objective of the research was to explore and suggest the three lists of the image of an ideal science teacher, science teacher's role and science teacher's competency that might be used to establish the criteria for science teachers' certificate and the curricular content for science teacher education in Korea. In order to achieve this objective, the study used such research methods as literature analysis, status survey in combination with on-line workshop, in-depth interview, and professional consultation. The participants in the research comprised of a group of 258 students (186 middle school students and 72 high school students) and 13 in-service science teachers (8 middle school science teachers, 5 high school science teachers) for questionnaire survey and on-line workshop, and 4 science teachers for in-depth interview. The list of the image of ideal science teacher, science teacher's role, science teacher's competency contains 44, 32, and 75 statements, respectively. Based on the results of the research, this paper suggested that the criteria for the Korean secondary school science teacher's certificate requirements be selected and organized in consideration of the teachers' competencies rather than the courses and/or subject areas. It is also implied in the paper that further research over a period of time is necessary for using the competencies for curricular contents and/or science teacher's certificate standards.