• International Commerce and Information Review
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• v.11 no.4
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• pp.215-228
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• 2009

This research considers to analyze the importance and priority order of outsourcing partner selecting factors on plant exporters. This research deals with case study on the outsourcing in the "A" plants exporter. To obtain the goal this research, firstly, based on reviewing previous literature and taking professional advice, the selecting factors were identified and conceptualized, and we made the hierarchy model and utilized AHP in analysis method. Secondly, AHP model constructed 3 higher factors, and 9 lower factors. Thirdly, the data used for the weight values for the outsourcing partner factors were collected from outsourcing experts and officers in "A" company. The 3 higher factors were 'Firm's Competence', 'Customer/User Factor', and 'Systemic Factor', and the 9 lower factors were 'experience of outsourcing', 'competency based HR', 'market share', 'reliability', and 'communication', etc. As the results of the analysis, this research evaluated with an importance highest among selecting factors of outsourcing partner of "A" company were 'Customer/User Factor(46.5%)', 'Systemic Factor(27.8%)' and 'Firm's Competence(25.7%)'. And importance highest among lower selecting factors of outsourcing partner of "A" company were 'reliability(31.4%)', 'competency based HR(14.4%)' and 'communication(13.7%)'. The developed model and selecting factors of outsourcing partner are expected to contribute on effective decisions on plants exporters. Managerial implications and future research directions are suggested based on findings.

• Journal of the Korea Society of Computer and Information
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• v.24 no.12
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• pp.191-199
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• 2019

In this paper, we propose to develop a diagnosis tool for measuring digital competence for university student. To this end, 223 students participated for the survey research. Based on the survey by 6 domain and 40 questions, 6 factors and 18 questions for digital competence measurement were drawn throughout the factors analysis. The results of the confirmatory factor analysis showed the fact that 6 factors and 18 questions that satisfied the model-fit indexes statistically were finally confirmed. And the developed tool demonstrated good results in reliability and validity verification, which were suitable for measuring digital competence for university students. The developed measurement tool of digital competence for university students consisted of 6 sub-components such digital device operation, communication and collaboration, information searching, processing, and management, problem solving and learning, security, digital ethics. The digital competence measuring tool developed in this study is expected to be used to identify the current level of competences for university student, and to enhance their own digital competences through educational supports.

• International Journal of Computer Science & Network Security
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• v.21 no.8
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• pp.219-223
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• 2021

The article discusses the pedagogical support for the formation of ICT competence assumes the individualization of students' training, due to their personal and professional needs and interests, and the provision of the necessary conditions and means to implement this process. A theoretical analysis is carried out and an analysis of experimental work on the implementation of the developed model for the formation of ICT competence is generalized specialists on the basis of pedagogical support.

• International Journal of Computer Science & Network Security
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• v.21 no.12spc
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• pp.491-494
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• 2021

The article clarifies the definition and components of the ICT competence of future teachers, justifies the introduction of a motivational-value component. ICT competence of future teachers has a four-component structure: motivational-value, general-use, general pedagogical, subject-pedagogical components. The levels (reproductive, productive, creative), criteria and indicators of the formation of ICT-competence of students of a pedagogical college are determined, the content of these levels (reproductive, productive, creative) is disclosed, respectively.

• The Journal of the Korean dental association
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• v.57 no.9
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• pp.504-513
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• 2019

Dental education is gradually transitioning to competency-based education system, which aims to help dentists achieve certain core competencies by means of various systems, such as curriculum accreditation. This study examined satisfaction with dental school education and the differences in the perceived importance and self-assessment of competencies among general dentists, in an attempt to propose a desirable direction for dental education. A questionnaire was administered to new general dentists who graduated from a dental school within the past 10 years. The results of the survey were analyzed using the Importance-Performance Analysis to understand differences in dentists' perceptions. Overall satisfaction with education was low in terms of the curriculum's relevance to actual practice and its capacity for cultivating required competencies. Furthermore, many of the respondents strongly perceived the need to improve dental education. Additional investigations into the satisfaction with education showed no difference. Among the seven key competency domains, dentists perceived Health Promotion to be important and also assessed themselves as having high competence. However, regarding the perceived importance of the remaining domains, self-assessment of competence was low for Professionalism, Communication & Interpersonal Skills, Knowledge Base, Information Handling & Critical Thinking, Clinical Information Gathering, Diagnosis & Treatment Planning, and Establishment & Maintenance of Oral Health. The results of this study suggest that a competency-based education model should be developed and incorporated into dental education to set performance standards and to promote systematic self-assessment in order to foster the development of competence in dental students.

• International Journal of Computer Science & Network Security
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• v.24 no.6
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• pp.131-140
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• 2024

The outbreak of Covid-19 has forced teachers of special education in Saudi Arabia to keep to themselves to live in a technology-infused society throughout the virtual teaching and learning process. This study set out to explore the competence, self-efficacy, and autonomy in using information communication technology (ICT) of special education teachers in Saudi Arabia. A total of 244 special education teachers in Saudi Arabia participated in this study. This study adopted the New General Self-Efficacy Scale developed and validated by Chen, Gully, and Eden (2001), as well as the Basic Psychological Needs in Exercise Scale (BPNES) developed and validated by Vlachopoulos and Michailidou (2006). Confirmatory factor analysis (CFA) and multivariate analysis of variance (MANOVA) were used as the main data analysis in this study. The findings showed that special education teachers in Saudi Arabia possessed competence, self-efficacy, and autonomy in using ICT in their teaching and learning process. All the factor loadings in each factor were.75 or higher, indicating good factor loadings. The results of the MANOVA indicated that special education teachers in Saudi Arabia do not report different perceptions of their competence, self-efficacy, and autonomy despite their different gender, age group, academic background, and teaching experiences.

• Asia pacific journal of information systems
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• v.22 no.2
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• pp.39-69
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• 2012

With the advent of communication technologies including electronic collaborative tools and conferencing systems provided over the Internet, virtual collaboration is becoming increasingly common in organizations. Virtual collaboration refers to an environment in which the people working together are interdependent in their tasks, share responsibility for outcomes, are geographically dispersed, and rely on mediated rather than face-to face, communication to produce an outcome. Research suggests that new sets of individual skill, knowledge, and ability (SKAs) are required to perform effectively in today's virtualized workplace, which is labeled as individual virtual competence. It is also argued that use of online social networking sites may influence not only individuals' daily lives but also their capability to manage their work-related relationships in organizations, which in turn leads to better performance. The existing research regarding (1) the relationship between virtual competence and task performance and (2) the relationship between online networking and task performance has been conducted based on different theoretical perspectives so that little is known about how online social networking and virtual competence interplay to predict individuals' task performance. To fill this gap, this study raises the following research questions: (1) What is the individual virtual competence required for better adjustment to the virtual collaboration environment? (2) How does online networking via diverse social network service sites influence individuals' task performance in organizations? (3) How do the joint effects of individual virtual competence and online networking influence task performance? To address these research questions, we first draw on the prior literature and derive four dimensions of individual virtual competence that are related with an individual's self-concept, knowledge and ability. Computer self-efficacy is defined as the extent to which an individual beliefs in his or her ability to use computer technology broadly. Remotework self-efficacy is defined as the extent to which an individual beliefs in his or her ability to work and perform joint tasks with others in virtual settings. Virtual media skill is defined as the degree of confidence of individuals to function in their work role without face-to-face interactions. Virtual social skill is an individual's skill level in using technologies to communicate in virtual settings to their full potential. It should be noted that the concept of virtual social skill is different from the self-efficacy and captures an individual's cognition-based ability to build social relationships with others in virtual settings. Next, we discuss how online networking influences both individual virtual competence and task performance based on the social network theory and the social learning theory. We argue that online networking may enhance individuals' capability in expanding their social networks with low costs. We also argue that online networking may enable individuals to learn the necessary skills regarding how they use technological functions, communicate with others, and share information and make social relations using the technical functions provided by electronic media, consequently increasing individual virtual competence. To examine the relationships among online networking, virtual competence, and task performance, we developed research models (the mediation, interaction, and additive models, respectively) by integrating the social network theory and the social learning theory. Using data from 112 employees of a virtualized company, we tested the proposed research models. The results of analysis partly support the mediation model in that online social networking positively influences individuals' computer self-efficacy, virtual social skill, and virtual media skill, which are key predictors of individuals' task performance. Furthermore, the results of the analysis partly support the interaction model in that the level of remotework self-efficacy moderates the relationship between online social networking and task performance. The results paint a picture of people adjusting to virtual collaboration that constrains and enables their task performance. This study contributes to research and practice. First, we suggest a shift of research focus to the individual level when examining virtual phenomena and theorize that online social networking can enhance individual virtual competence in some aspects. Second, we replicate and advance the prior competence literature by linking each component of virtual competence and objective task performance. The results of this study provide useful insights into how human resource responsibilities assess employees' weakness and strength when they organize virtualized groups or projects. Furthermore, it provides managers with insights into the kinds of development or training programs that they can engage in with their employees to advance their ability to undertake virtual work.

• Journal of Engineering Education Research
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• v.14 no.4
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• pp.88-96
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• 2011

This paper aims to develop the learning contents of PBL based program and analyze the result of evaluation questionnaire to examine the students' thoughts concerning the effectiveness of PBL course and their satisfaction. 'Discussion' is one of the representative communicative types, especially requesting both communication competence and teamwork among team members. This study was conducted with 218 junior and senior students taking lectures of ${\ll}$Presentation and Debate Skills${\gg}$ in the college of engineering at Pusan National University. According to the evaluation result, students experienced various effects of PBL such as (1) self-directed learning, (2) cooperative learning, (3) problem solving skills, etc. Students pointed out also as merits of PBL course, (1) knowledge acquisition and information sharing among students, (2) improvement of communicative competence, (3) amelioration of teamwork, (4) progress of the problem solving skills. However, there have been several difficulties and problems during PBL process, implications for ameliorating PBL based were discussed and suggested in detail.

• Journal of information and communication convergence engineering
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• v.7 no.4
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• pp.437-441
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• 2009

With a dramatically increased demand from technology and software industries for higher competence, university-industry cooperation is becoming an increasingly important subject. This cooperation has previously been shown to be for advantage of the industries as well as a suitable tactics to in early stage recruit students. This paper has investigated the relationship and cooperation between universities and industries trough exploratory research (case studies) and comprehensive interviews with relevant contacts at different IT (Information Technology) companies and Universities in Kazakhstan. From the information collected from these interviews, we'll examine and conclude what makes this cooperation beneficial for both parties as well as the issues that arose. Based on these interview results, recommendation for industries as well as universities to improve their cooperation will be presented. Concerning these recommendations of investigated practices and case studies, this document identifies a range of actions to enhance the relationship between universities and industries as well as identify a number of examples of good practice which universities and industries may wish to consider in their cooperation planning.

• International Journal of Computer Science & Network Security
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• v.21 no.12
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• pp.41-44
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• 2021

This article proposes to consider the experience of using information and communication technologies in educational processes and social practices of Ukrainian universities. The history of the introduction of information and communication technologies in the development of the higher education system is considered, the system of organizing the information space of universities is investigated. The distinctive features of the structure of a single information space, as well as distance e-learning technologies are highlighted. Empirical material obtained in the course of sociological research is used to discuss specific examples of the use of ICT in universities.