• Journal of Korean society of Dental Hygiene
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• v.16 no.3
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• pp.337-346
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• 2016

Objectives: This study aims to investigate and analyzed the priority of vocational core competency factors in dental hygienists in Gwangju. Methods: Expert survey was conducted and Analytic Hierarchy Process(AHP) was applied to evaluate the weighting factors. First, we established the vocational core competency defined in NCS as AHP analysis model. The vocational core competency has 10 categories and 34 sub-categories. Secondly, AHP survey was conducted by 195 dental hygienists in Gwangju. Finally, the weights representing relative importance of each factor were calculated by using AHP method. Results: The AHP analysis on 10 categories showed that the weighting of interpersonal skills(0.165) was higher than any other categories while that of numeracy(0.035) was at the bottom, and the analysis on sub-categories revealed that the most important factors in each categories included the teamwork skills(interpersonal skills), problem-solving capability(problem-solving skills), listening skills(communication skills), ethical community(professional ethics), ability to understand business(ability to understand organizational structure), applicable technical skills(technical skills), self-management skills(self-development capability), information processing capabilities(information capacity), ability to manage time(resource management capabilities) and basic math skills(numeracy). Conclusions: The results in this study can be used as basic data for the development of liberal arts curriculum for dental hygiene education.

• Journal of Gifted/Talented Education
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• v.25 no.6
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• pp.927-949
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• 2015

The purpose of this study was to find out the difference between importance and performance regarding perception of core competence of gifted education teachers through importance-performance analysis (IPA). One hundred fourteen elementary gifted education teachers including math and science participated in the study. The collected survey data was analyzed with IPA matrix. As the result, firstly, there was significant difference between importance and performance regarding perception of core competence of gifted education teachers. Secondly, core competencies of 'understanding knowledge', 'research and instruction', 'passion and motivation', and 'ethics' are high in both perceptions of importance and performance. However, both 'communication and practices' and 'professional curriculum development' are low. Thirdly, there was a difference in core competence of gifted education teachers between math and science at the competence of 'passion and motivation'. Math gifted education teachers perceived 'passion and motivation' high in both importance and performance while science gifted education teachers perceived its importance low and performance high. In addition, math gifted education teachers showed lower performance compared to its importance in the sub-categories; 'knowledge of gifted development', 'gifted child assessment', 'information gathering and its literacy', and 'creative answers to various questions'. However, science gifted education teachers showed lower performance compared to its importance in sub-categories; 'higher-order thinking skills in its subject', 'teaching methodology for self-directed learning', 'problem behavior of the gifted', and 'counseling the gifted'.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.19 no.9
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• pp.2180-2188
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• 2015

Plagiarism in which people use other people's works partially or in entirety as if they are their own and infringement on copyrights that frequently occur in various forms under smart device environment are becoming one of the crucial problems that need to be solved for Korea to become an advanced nation. This paper investigates and analyzes how college students, the heaviest user of smart devices under various smart device environment, are committing plagiarism and copyright infringement and suggest a basic education plan to prevent plagiarism and copyright infringement. College students have a very low awareness of plagiarism and copyrights and the level of violation associated with plagiarism and copyrights infringement they commit from elementary school to college were found to be at a serious level. It was demonstrated that the solution suggested in this paper to solve these problems would be effective in enhancing the awareness of the bad effect of plagiarism and copyrights infringement along with their side effects.

• Journal of Internet Computing and Services
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• v.14 no.6
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• pp.59-70
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• 2013

With advances in information and communication technologies, many innovative technologies have been developed. Those technologies are changing every aspect of our daily life. Especially smart technologies are changing our life dramatically. Smart devices such as tablet PCs and smart phones are used in education so that new concept called "smart learning" is created and used. Currently smart learning becomes popular in accordance with wide distribution of smart devices and smart contents in schools. In order to compare and check the current status and progress of individuals in smart environment, we need smart literacy standards. However, there has been only few works for smart literacy standards for teachers and students. Also, those standards need to be improved. The purpose of this paper is to develop smart literacy standards for teachers and students in smart learning environment. The proposed literacy standards are developed based on the existing ICT literacy standards. In this work, smart literacy standards consist of four main areas, smart education, smart knowledge, smart application, and smart ethics, respectively. For development of smart literacy, wide experts from teachers, professors, and researchers are selected and surveyed. Their responses are analyzed using through statistical analysis so that final smart literacy standards are obtained.

• Journal of Engineering Education Research
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• v.20 no.4
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• pp.12-20
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• 2017

This study aims to suggest implications on develop and operate NCS curriculum by analyzing of differences in perception and educational needs of university students, graduates, human resource managers(HR managers) on NCS basic job skill. The respondents of survey are composed of 533 university students in K university, 730 graduates and 106 HR managers. The major findings are as follows: first, the results showed that the importances of all competencies recognized by HR managers was higher than those of university students and graduates. And graduates perceived their level of competencies as higher than those of university students. Second, the needs for self-development skill, technical skill, and problem-solving skill was the highest within the students and graduates, meanwhile, the needs for the mathematical skill, resource management skill, and the organization understanding skill were low. In contrast, the results of this study showed that the HR managers has the high needs for self-development skill, communication skill and problem-solving skill. Also, HR managers has the low needs for mathematical skill, resource management skill, information skill, technical skill, organizational understanding skill, and job ethics. Based on the above results, we proposed the necessity to develop and apply the NCS curriculum considering the education needs recognized by current students, graduates, and HR managers.

• Journal of the Korean Applied Science and Technology
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• v.37 no.5
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• pp.1409-1417
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• 2020

The purpose is to increase the likelihood of physical education students for employment in public institutions by examining the priority for hiring sports-related public institutions. The subject of the study was purposeful sampling of a total of 11 persons including 4 sports professors, 3 NCS experts in sports field, 2 judges from public sports institutions, and 2 personnel in charge of hiring public institutions. Through this process, from January 3 to March 12, 2020, the importance of priority was analyzed using hierarchical structure analysis using the main factors of NCS vocational basic competency. All data are coded so that statistical processing can be performed. Using SPSS/PC (ver. 21.0) for Windows, the hierarchical structure analysis was used for frequency analysis and priority determination. First, communication skills (.231), organizational comprehension skills (.177), resource management skills (.128), interpersonal skills (.110), vocational ethics (.082), problems in the major areas of recruitment of sports-related public institutions Solving ability (.061), information ability (.056), mathematical ability (.054), self-development ability (.052), and description ability (.049) were analyzed in order. Second, in terms of evaluation items, communication is communication skills (.442), mathematical skills are basic computation skills (.512), problem solving skills are thinking skills (.722), self-development skills are self-management skills (.587), Resource management ability was analyzed in order of time management ability (.531), interpersonal relationship ability as teamwork ability (.382), information ability in computer use ability (.677), technical ability in technology understanding ability (.599).

• The Journal of Society for e-Business Studies
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• v.22 no.1
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• pp.107-122
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• 2017

Nowadays, digital forensic experts are not only computer experts who restore and find deleted files, but also general experts who posses various capabilities including knowledge about processes/laws, communication skills, and ethics. However, there have been few studies about qualifications or competencies required for digital forensic experts comparing with their importance. Therefore, in this study, AHP questionnaires were distributed to digital forensic experts and analyzed to derive priorities of competencies; the first-tier questions which consisted of knowledge, technology, and attitude, and the second-tier ones which have 20 items. Research findings showed that the most important competency was knowledge, followed by technology and attitude but no significant difference was found. Among 20 items of the second-tier competencies, the most important competency was "digital forensics equipment/tool program utilization skill" and it was followed by "data extraction and imaging skill from storage devices." Attitude such as "judgment," "morality," "communication skill," "concentration" were subsequently followed. The least critical one was "substantial law related to actual cases." Previous studies on training/education for digital forensics experts focused on law, IT knowledge, and usage of analytic tools while attitude-related competencies have not given proper attention. We hope this study can provide helpful implications to design curriculum and qualifying exam to foster digital forensic experts.

• Journal of the Korean Society for Library and Information Science
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• v.55 no.1
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• pp.107-133
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• 2021

This study was performed in order to provide suggestions on how to strengthen librarian competency by evaluating and analyzing the competency value of librarians as information professions. First, the study divided the common competency value of librarians as human capital of libraries into skills, knowledge, behavior and attitude, and analyzed each area of competency value for librarians of the A-library. As a result, the average of the 'librarian's behavior and attitude' area was the highest, followed by the 'librarian's skill' area and the 'librarian's knowledge' area. Second, in terms of 'librarian's skill', A-library librarians' competence values were high in the order of 'communication', 'leadership', 'technology' and in the terms of 'librarian's knowledge' ones were high in the order of 'law and policy', 'marketing', 'learning and growth' and 'finance and accounting'. In addition, in areas of 'librarian's behavior and attitude', the factors were high in the order of 'ethics and values', 'interpersonal relationships' and 'customer service'. Third, the analysis of whether the average difference exists depending on the characteristics of A-library librarians on their evaluation of the competency value shows that only the 'working period' factor in the total competency value and the two factors 'age' and 'working period' were statistically significant in the 'librarian's knowledge' area. Forth, as a result of a regression analysis to identify the characteristics of A-library librarians and their impact on competency value, only the 'final education' factor was statistically significant for the competency value of the 'librarian's skill' area. Fifth, in the survey on problems and desirable improvement measures in increasing the competency value of librarians, the proportion of presenting problems and improvement plan in systemic aspects such as the 'librarian qualification system' and 'librarian training system' was high.

• Journal of vocational education research
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• v.35 no.4
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• pp.131-153
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• 2016

The purpose of this study was to derive evaluator's role and capability for institution accreditation evaluation of NCS-based vocational competency development training. This study attempted to explore in various ways evaluator's minute roles using Delphi method, and to derive knowledge, skill, attitude and integrity needed to verify the validity. To the end, this study conducted the Delphi research for over three rounds by selecting education training professionals and review evaluation professions as professional panels. From the results, roles of evaluators were defined as the total eight items including operator, moderator-mediator, cooperator, analyzer, verifier, institution evaluator, institution consultant, and learner, and the derived capabilities with respect to each role were 25 items in total. The area of knowledge included four items of capabilities such as HRD knowledge, NCS knowledge, knowledge of vocational competency development training, and knowledge of training institution accreditation evaluation, and the area of skill comprised fourteen items of capabilities such as conflict management ability, interpersonal relation ability, word processing ability, problem-solving ability, analysis ability, pre-preparation ability, time management ability, decision making ability, information comprehension and utilization ability, comprehensive thinking ability, understanding ability of vocational competency development training institutions, communication ability, feedback ability, and core understanding ability. The area of attitude was summarized with the seven items in total including subjectivity and fairness, service mind, sense of calling, ethics, self-development, responsibility, and teamwork. The knowledge, skill and attitude derived from the results of this study may be utilized to design and provide education programs conducive to qualitative and systematic accreditation and assessment to evaluators equipped with essential prerequisites. It is finally expected that this study will be helpful for designing module education programs by ability and for managing evaluator's quality in order to perform pre-service education and in-service education according to evaluator's experience and role.